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ATLANTA

2002-2004 BULLETIN

for the

Traditional Undergraduate Program

and

Master of Arts in Teaching-Early Childhood Education

For evening undergraduate and MBA programs for working adults,
please see the University College Bulletin.

Oglethorpe University is accredited by the Commission on Colleges of the
Southern Association of Colleges and Schools (1866 Southern Lane, Decatur,
Georgia 30033-4097; telephone (404) 679-4501) to award bachelor's degrees
and master's degrees. The undergraduate and graduate teacher education
programs are approved by the Georgia Professional Standards Commission.

Oglethorpe makes no distinction in its admission policies or procedures on grounds of age, race, gender,
religious belief, color, sexual orientation, national origin, or disability. This Bulletin is published by
the Office of the Provost, Oglethorpe University. The information included in it is accurate for the
2002-2004 academic years as of the date of publication, August 2002; however, the programs, policies,
requirements, and regulations are subject to change as circumstances may require. The listing of a
course or program in this Bulletin does not constitute a guarantee or contract that it will be offered
during the 2002-2004 academic years. Final responsibility for selecting and scheduling courses and
satisfactorily completing curriculum requirements rests with the student.

Directory of Correspondence

Oglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797

(404)261-1441

General College Policy

Academic Policy

Adult Education

(Evening Classes / MBA Program)

Alumni Relations

Business Affairs / Financial Planning
Campus Safety

Enrollment

Fundraising and Gifts

Public Information / Public Relations

Student Admission

Student Financial Aid/ Scholarships

Student Records/ Transcripts

Student Services (Residence Life,

Food, Health, Counseling, Career Services)

Student Tuition / Fees

Visitors

Larry D. Large
President

Christopher Ames
Provost

Karen S. Carter

Director of University College

Kelei G. Sabatino
Director of Alumni Relations
and Annual Giving

James T Hakes
Vice President for Business and Finance

Rus Drew

Director of Campus Safety/ Assistant Dean
of Student Affairs

Dennis T Matthews

Vice President for Enrollment

Victoria L. Weiss

Vice President for University Relations

Rebecca A. Whicker

Director of Marketing and Public Relations

Barbara B. Henry '85
Director of Admission

Patrick N. Bonones
Director of Financial Aid

Susan A. Bacher
Registrar

Artie L. Travis

Vice President for Student Affairs

Connie L. Pendley '94

Director of the Business Office

Oglethorpe University welcomes visitors to the campus throughout the year. To be
sure of seeing a particular staff or faculty member, visitors are urged to make an appoint-
ment in advance. Administrative offices are open from 8:80 a.m. to 5:00 p.m. on week-
days. In addition, appointments are available on Saturday.

All of the offices of the University can be reached by calling Atlanta (404) 261-1441
(switchboard). The Public Relations Office (404) 364-8446 is available for assistance. The
Admission Office can be reached directly by calling (404) 364-8307 in the Atlanta calling
area or (800) 428-4484 outside of Atlanta.

Table of Contents

Academic Calendar 4

Mission 7

History 11

Campus Facilities 17

Admission 25

Financial Assistance 35

Tuition and Costs 49

Student Affairs 55

Academic Regulations and Policies 67

Educational Enrichment 79

The Core Curriculum 91

Programs of Study 97

Board of Trustees 195

President's Advisory Council 198

National Alumni Association Board of Directors ...200

The Faculty 202

University Officers and Staff 207

Campus Map 216

Index 218

Academic Calendar

Fall Semester, 2002

F-Tu

August 23-27

Sat

August 24

M-Tu

August 26-27

Wed

August 28

Mon

September 2

Wed

September 4

Mon

October 14

Fri

October 18

M-F

November 11-15

W-Sun

November 27-

December 1

Mon

December 2

Mon

December 9

Tu

December 10

W-F

December 11-13

M-Tu

December 16-17

Orientation for New Students

Opening of Residence Halls for Returning Students

Registration

First Day of Classes

Labor Day Holiday

Last Day to Drop or Add a Course;

End of Late Registration
Columbus Day Holiday
Mid-Term; Last Day to Withdraw from a Course

with a "W" Grade
Pre-Registration for Spring Semester, 2003
Thanksgiving Holidays

Classes Resume
Last Day of Classes
Reading/ Preparation Day
Final Examinations
Final Examinations

Spring Semester, 2003

Mon

January 13

Tu

January 14

Wed

January 15

Mon

January 20

Wed

January 22

Wed

February 12

Fri

March 7

Sat-Sun

March 15-23

Mon

March 24

M-F

April 7-11

Wed

April 16

Tu

April 29

Wed

April 30

Th-F

May 1-2

M-W

May 5-7

Sat

May 10

Opening of Residence Halls and Orientation

Orientation and Registration

First Day of Classes

Martin Luther King, Jr. Holiday

Last Day to Drop or Add a Course;

End of Late Registration
Oglethorpe Day Convocation
Mid-Term; Last Day to Withdraw from a Course

with a "W" Grade
Spring Holidays
Classes Resume
Pre-Registration for Summer and Fall

Semesters, 2003
Honors and Awards Convocation
Last Day of Classes
Reading/Preparation Day
Final Examinations
Final Examinations
Commencement

Fall Semester, 2003

F-M

August 22-25

Sat

August 23

Mon

August 25

Tu

August 26

Mon

September 1

Wed

September 3

Mon

October 13

Fri

October 17

M-F

November 10-14

W-Su

November 26-30

Mon

December 1

Mon

December 8

Tu

December 9

W-F

December 10-12

M-T

December 15-16

Orientation for New Students

Opening of Residence Halls for Returning Students

Registration for all Students

First Day of Classes

Labor Day Holiday

Last Day to Drop or Add a Course;

End of Late Registration
Columbus Day Holiday
Mid-Term; Last Day to Withdraw from a Course

with a "W" Grade
Pre-Registration for Spring Semester, 2004
Thanksgiving Holidays
Classes Resume
Last Day of Classes
Reading/Preparation Day
Final Examinations
Final Examinations

Spring Semester, 2004

Mon

January 12

Tu

January 13

Wed

January 14

Mon

January 19

Wed

January 21

Wed

February 1 1

Fri

March 5

Sat-Sun

March 13-21

Mon

March 22

M-F

April 5-9

Wed

April 14

Tu

April 27

Wed

April 28

Th-F

April 29-30

M-W

May 3-5

Sat

May 8

Opening of Residence Halls and Orientation

Orientation and Registration

First Day of Classes

Martin Luther King, Jr. Holiday

Last Day to Drop or Add a Course;

End of Late Registration
Oglethorpe Day Convocation
Mid-Term; Last Day to Withdraw from a Course

with a "W" Grade
Spring Holidays
Classes Resume
Pre-Registration for Summer and Fall

Semesters, 2004
Honors and Awards Convocation
Last Day of Classes
Reading/Preparation Day
Final Examinations
Final Examinations
Commencement

Courses also are offered during several summer sessions. For dates and course
offerings, contact the Registrar's Office.

2002

JULY

AUGUST

SEPTEMBER

s

M

T W

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F

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S

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T W T

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30 31

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27 28 29

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OCTOBER

NOVEMBER

DECEMBER

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F S

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2003

JANUARY

FEBRUARY

MARCH

s

M

T W
1

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4

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F

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1

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2

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7 8

12

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11 12 13

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14 15

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21 22

26

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28 29

30

31

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28

23
30

24
31

25 26 27

28 29

APRIL

MAY

JUNE

S

M

T W

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F

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S

M

T W T

F

S

S

M

T W T

F S

1 2

3

4

5

1

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3

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3 4 5

6 7

6

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8 9

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12

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13 14

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13 14 15

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26

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20 21 22

23

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24 25 26

27 28

27

28

29 30

25

26

27 28 29

30

31

29

30

JULY

AUGUST

SEPTEMBER

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M

T W

1 2

T

3

F
4

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5

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M

T W T

F
1

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2

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1

T W T

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F S

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"31

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26 27 28

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OCTOBER

NOVEMBER

DECEMBER

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T W

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F
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1

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F S

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li3

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2004

JANUARY

FEBRUARY

MARCH

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APRIL

MAY

JUNE

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F

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3

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1

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T W T

1 2 3

F S

4 5

4

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9

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11 12 13

7
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11 12

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Mission

Oglethorpe derives its institutional purpose from an awareness and apprecia-
tion of the University's heritage and from an analysis of the needs of contempo-
rary society. The goals of the educational program and of other component parts
of the University are based on this sense of institutional purpose.

The Oglethorpe Tradition

Oglethorpe University was established in 1835 and named after General James
Edward Oglethorpe, the founder of Georgia. The University was patterned on
Corpus Christi College, Oxford, General Oglethorpe's alma mater. Although in-
fluenced by other conceptions of higher education, Oglethorpe University has
been shaped principally by the English tradition of collegiate education, which
many observers believe is the finest type produced by Western civilization.

Briefly stated, four characteristics have made this kind of college widely ad-
mired:

1. Colleges in the English tradition emphasize broad education for intelli-
gent leadership. They recognize that this is a more useful undergraduate
education for the able young person than technical training for a specific
job.

2. Colleges such as Oglethorpe stress the basic academic competencies - read-
ing, writing, speaking, and reasoning - and the fundamental fields of knowl-
edge - the arts and sciences. These are essential tools of the educated
person.

3. Close relationships between teacher and student are indispensable to this
type of education. A teacher is not merely a conveyor of information - the
invention of the printing press and advances in information technology
have made that notion of education obsolete. Rather, the most important
function of the teacher is to stimulate intellectual activity in the student
and to promote his or her development as a mature person.

4. A collegiate education is far more than a collection of academic courses. It
is a process of development in which campus leadership opportunities,
residential life, athletics, formal and informal social functions, aesthetic
experiences, and contact with students from other cultures, in addition to
classroom exercises, all play important roles. Versatility and ability to lead
are important goals of this type of undergraduate education.

Another aspect of Oglethorpe's tradition was contributed by Philip Weltner,
President of the University from 1944 to 1953. Oglethorpe, he said, should be a
college that was "superlatively good." Only at a college with carefully selected
students and faculty, he believed, could young persons achieve their fullest intel-
lectual development through an intense dialogue with extraordinary teachers. Thus,
a commitment to superior performance is an important element of the Oglethorpe
tradition.

Purpose: Education for a Changing Society

While an institution may take pride in a distinguished heritage, it is also es-
sential that its educational program prepare young people to function effectively

8

in a complex and rapidly developing society, which places a premium on adapt-
ability. People in positions of leadership must be able to function effectively in
changing circumstances. The broadly educated person, schooled in fundamental
principles, is best equipped to exercise leadership in a world that is being trans-
formed by high technology and new information. Oglethorpe emphasizes the
preparation of the humane generalist - the kind of leader needed by a complex
and changing society.

The location of the University in the dynamic city of Atlanta offers unique
opportunities for students to experience first-hand the relevance of their educa-
tion to the exciting changes that are a part of modern development. Students are
encouraged to explore the connections between their educational experiences on
campus and the challenges that face a city today. Atlanta offers a multitude of
opportunities for students to see the process and result of change and innovation
in areas such as government, business, education, cultural affairs, artistic endeav-
ors, international exchanges, transportation, recreation, medical services, science,
and technology.

Oglethorpe University provides a superior education in the liberal arts and
sciences and selected professional disciplines in a coeducational, largely residen-
tial, small-college environment within a dynamic urban setting. Oglethorpe's aca-
demically rigorous programs emphasize intellectual curiosity, individual attention
and encouragement, close collaboration among faculty and students, and active
learning in relevant field experiences. Oglethorpe is committed to supporting
the success of all students in a diverse community characterized by civility, caring,
inquiry, and tolerance. Oglethorpe's talented, self-reliant, and motivated gradu-
ates are prepared to make a life and to make a living, to grow as life-long learners,
and to be energetic and intelligent contributors in a rapidly changing world.

Goals

Educators at Oglethorpe expect their graduates to display abilities, skills, in-
tellectual attitudes, and sensitivities that are related to the University's purpose.
The curriculum and extracurricular life are designed to develop the following:

1. The ability to read critically - to evaluate arguments and the evidence,
and to draw appropriate conclusions.

2. The ability to convey ideas in writing and in speech - accurately, gram-
matically, and persuasively.

3. Skill in reasoning logically and thinking analytically and objectively about
important matters.

4. An understanding of the most thoughtful reflections on right and wrong
and an allegiance to principles of right conduct, as reflected by
Oglethorpe's Honor Code.

5. The willingness and ability to assume the responsibilities of leadership
in public and private life, including skill in organizing the efforts of other
persons on behalf of worthy causes.

6. An inclination to continue one's learning after graduation from college
and skill in the use of books, information technology, and other intellec-
tual tools for that purpose.

7. A considered commitment to a set of career and life goals.

8. An awareness of the increasingly international character of contempo-
rary life and skill in interacting with persons of diverse cultural back-
grounds.

In its dedication to a broad, comprehensive liberal education for each stu-
dent, Oglethorpe has created a common set of core courses that invites students
to be thoughtful, inquisitive, and reflective about the human condition and the
world surrounding them. These core courses work together with students' experi-
ences in advanced courses in their chosen disciplines to encourage the lifelong
"habit of mind" that is extolled in John Henry Newman's "The Idea of a Univer-
sity." Students are thus urged to consider carefully what they see, hear, and read,
to examine questions from more than one point of view, and to avoid leaping
quickly to conclusions.

All undergraduate programs also require the student to develop a deeper
grasp of one or more fields of knowledge organized coherently as a major. The
student's major may be pursued in a single field, such as biology, economics, or
English, or it may cut across two or more traditional fields (as an interdisciplinary
or individually planned major).

The success of Oglethorpe alumni and students in their subsequent educa-
tion, a wide variety of careers, and community life attests to the soundness of this
approach to education.

10

History

Old Oglethorpe University began in the early 1800s with a movement by Geor-
gia Presbyterians to establish in their state an institution for the training of minis-
ters. For generations, southern Presbyterian families had sent their sons to Princeton
College in New Jersey, and the long distance traveled by stage or horseback sug-
gested the building of a similar institution in the South.

Oglethorpe University was chartered by the state of Georgia in 1835, shortly
after the centennial observance of the state. The college was named after James
Edward Oglethorpe, the founder of Georgia. Oglethorpe University, which com-
menced actual operations in 1838, was thus one of the earliest denominational
institutions in the South located below the Virginia line. The antebellum college,
which began with four faculty members and about 25 students, was located at
Midway, a small community near Milledgeville, then the capital of Georgia.

Throughout its antebellum existence the Oglethorpe curriculum consisted
primarily of courses in Greek, Latin, classical literature, theology, and a surprising
variety of natural sciences. Oglethorpe's president during much of this period was
Samuel Kennedy Talmage, an eminent minister and educator. Other notable
Oglethorpe faculty members were Nathaniel M. Crawford, professor of mathematics
and a son of Georgia statesman William H. Crawford; Joseph LeConte, destined
to earn world fame for his work in geology and optics; and James Woodrow, an
uncle of Woodrow Wilson and the first professor in Georgia to hold the Ph.D.
degree. Oglethorpe's most distinguished alumnus from the antebellum era was
the poet, critic, and musician Sidney Lanier, who graduated in 1860. Lanier re-
mained as tutor in 1861 until he, with other Oglethorpe cadets, marched away to
war. Shortly before his death, Lanier remarked to a friend that his greatest intellec-
tual impulse was during his college days at Oglethorpe University.

Old Oglethorpe in effect "died at Gettysburg." During the Civil War its stu-
dents were soldiers, its endowment was lost in Confederate bonds, and its build-
ings were used for barracks and hospitals. The school closed in 1862 and afterward
conducted classes irregularly at the Midway location. In 1870 the institution was
briefly relocated in Georgia's postbellum capital of Atlanta, at the site of the present
City Hall. Oglethorpe at this time produced several educational innovations, ex-
panding its curriculum to business and law courses and offering the first evening
college classes in Georgia. The dislocation of the Reconstruction era proved insur-
mountable, however, and in 1872 Oglethorpe closed its doors for a second time.

Oglethorpe University was rechartered in 1913, and in 1915 the cornerstone
to the new campus was laid at its present location on Peachtree Road in north
Atlanta. Present to witness the occasion were members of the classes of 1860 and
1861, thus linking the old and the new Oglethorpe University. The driving force
behind the University's revival was Dr. Thornwell Jacobs, whose grandfather, Pro-
fessor Ferdinand Jacobs, had served on the faculty of Old Oglethorpe. Thornwell
Jacobs, who became the Oglethorpe president for nearly three decades, intended
for the new campus to be a "living memorial" to James Oglethorpe. The distinc-
tive Gothic revival architecture of the campus was inspired by the honorary alma
mater of James Oglethorpe, Corpus Christi College, Oxford. The collegiate coat-
of-arms, emblazoned with three boar's heads and the inscription Nescit Cedere ("He
does not know how to give up"), replicated the Oglethorpe family standard. For
the college athletic teams, Jacobs chose an unusual mascot - a small, persistent
seabird, which according to legend, had inspiredjames Oglethorpe while on board

12

ship to Georgia in 1732. The Oglethorpe University nickname "Stormy Petrels" is
unique in intercollegiate athletics.

Although Presbyterian congregations throughout the South contributed to
the revival of Oglethorpe University, the school never re-established a denomina-
tional affiliation. Since the early 1920s Oglethorpe has been an independent non-
sectarian co-educational higher educational institution. Its curricular emphasis
continued in the liberal arts and sciences and expanded into professional pro-
grams in business administration and education. From the 1920s through the
1940s, the institution received major contributions from several individuals. Some
of the most prominent benefactors were: John Thomas Lupton, Coca-Cola bottler
from Chattanooga, Tennessee; Atlanta business community members Harry
Hermance and Mrs. Robert J. Lowry; and publisher William Randolph Hearst.
The latter gave to Oglethorpe a sizable donation of land. In the early 1930s the
Oglethorpe campus covered approximately 600 acres, including 30-acre Silver Lake,
which was renamed Lake Phoebe after the publisher's mother, Phoebe Apperson
Hearst.

During Thornwell Jacobs' tenure he launched several projects which brought
national and even international repute to Oglethorpe University. In 1923 Jacobs
discovered the tomb of James and Elizabeth Oglethorpe in Cranham, England.
For about a decade Oglethorpe University was involved in major college athletics,
and the Stormy Petrels fielded football teams that defeated both Georgia Tech
and the University of Georgia. Perhaps Oglethorpe's most famous athlete was
Luke Appling, enshrined in the Major League Baseball Hall of Fame. Dr. Jacobs
in the 1930s became, however, one of the earliest and most articulate critics of
misplaced priorities in intercollegiate athletics, and Oglethorpe curtailed devel-
opment in this area. In the early 1930s Oglethorpe attracted widespread attention
with its campus radio station, WJTL, named after benefactor John Thomas Lupton.
Oglethorpe's University of the Air was a notable experiment, which lasted about
five years, that broadcast college credit courses on the air waves. Oglethorpe Uni-
versity was one of the first institutions to confer honorary doctorates on national
figures in order to recognize superior civic and scientific achievement. Among
Oglethorpe's early honorary alumni were Woodrow Wilson, Walter Lippman,
Franklin Roosevelt, Bernard Baruch, Amelia Earhart, and David Sarnoff.

Perhaps the best known of all of Jacobs' innovations was the Oglethorpe
Crypt of Civilization, which he proposed in the November 1936 issue of Scientific
American. This prototype for the modern time capsule was an effort to provide,
for posterity, an encyclopedic inventory of life and customs from ancient times
through the middle of the 20th century. The Crypt, sealed in the foundation of
Phoebe Hearst Hall in 1940, is not to be opened until 8113 A.D. It has been hailed
by the Guiness Book of World Records as "the first successful attempt to bury a
record for future inhabitants or visitors to the planet earth."

In 1944 Oglethorpe University began a new era under Philip Weltner, a noted
attorney and educator. With a group of faculty associates, Dr. Weltner initiated an
exciting approach to undergraduate education called the "Oglethorpe Idea." It
involved one of the earliest efforts to develop a core curriculum, with the twin
aims to "make a life and to make a living." The Oglethorpe core, which was ap-
plauded by The New York Times, aimed at a common learning experience for stu-
dents with about one-half of every student's academic program consisting of courses
in "Citizenship" and "Human Understanding." After World War II, Oglethorpe

13

University emphasized characteristics it had always cultivated, notably close per-
sonal relationships, in order to be, in Dr. Weltner's words, "a small college super-
latively good." From 1965 through part of 1972 the institution was called
Oglethorpe College. But the historical identity of Oglethorpe University was so
strong that in 1972 the original chartered name was re-established. Oglethorpe
continued toward its goals and in the late 1960s began a facilities expansion pro-
gram, which created a new part of the campus, including a modern student center
and residential complex.

By the 1980s the Carnegie Foundation for the Advancement of Teaching had
classified Oglethorpe in the category of Liberal Arts I (after referred to as Bacca-
laureate Colleges - Liberal Arts). These highly selective undergraduate institu-
tions award more than half of their degrees in the arts and sciences. By the 1990s
the University was listed favorably in the Fiske Guide to Colleges, The Princeton Re-
view Student Access Guide, Barron 's 300 Best Buys in College Education, National Re-
view College Guide - America's Top Liberal Arts Schools and many other guides to
selective colleges. Oglethorpe is currently a member of the Annapolis Group, an
organization of the 100 most selective liberal arts colleges.

The student body, while primarily from the South, has become increasingly
cosmopolitan; in a typical semester, Oglethorpe draws students from about 30
states and 30 foreign countries. The University has established outreach through
its evening-weekend degree programs; teacher certification and a graduate pro-
gram in education; a graduate program in business administration; and the
Oglethorpe University Museum of Art. The University is also home to the Geor-
gia Shakespeare Festival.

As Oglethorpe University enters the 21st century, it has demonstrated contin-
ued leadership in the development and revision of its core curriculum, with ef-
forts funded by the National Endowment for the Humanities. The historic district
of the 100-acre campus has been designated in the National Register of Historic
Places. Enrollment is about 1,300 with the plans for controlled growth to about
1,500. Oglethorpe remains on the forefront of educational innovation, with a cur-
riculum that features interactive learning. The University uses a variety of effec-
tive pedagogical techniques: perhaps most notable are the peer tutoring program,
classroom learning that is actively connected to contemporary experience through
internships and other opportunities for experiential education, and a unique pro-
gram in urban leadership that invites students to consider ways in which they can
become community leaders for the future. Reflecting the contemporary growth
of the city of Atlanta, Oglethorpe has recently developed a distinctive interna-
tional dimension. Students at the University may complement their campus pro-
grams with foreign studies at sister institutions in Argentina, China, Ecuador,
France, Germany, Japan, Mexico, Monaco, the Netherlands, and Russia. As
Oglethorpe University continues to grow, academically and materially, it is ever
mindful of its distinguished heritage and will still remain, in the affectionate words
of poet and alumnus Sidney Lanier, a "college of the heart."

14

Presidents of the University

Carlyle Pollock Beman, 1836-1840 Donald Charles Agnew, 1958-1964

Samuel Kennedy Talmage, 1841-1865 George Seward, Acting, 1964-1965

William M. Cunningham, 1869-1870 Paul Rensselaer Beall, 1965-1967

David Wills, 1870-1872 Paul Kenneth Vonk, 1967-1975

Thornwell Jacobs, 1915-1943 Manning Mason Pattillo, Jr., 1975-1988

Philip Weltner, 1944-1953 Donald Sheldon Stanton, 1988-1999

James Whitney Bunting, 1953-1955 Larry Denton Large, 1999-
Donald Wilson, 1956-1957

15

Campus Facilities

Oglethorpe University's facilities are generally accessible to physically impaired
students. All buildings on campus are equipped with either ramps or ground-
floor entry. With the exception of Lupton Hall, the primary classroom and office
buildings have elevators to all floors. Appointments with faculty members or ad-
ministrators with inaccessible offices are scheduled in accessible areas. Only three
classrooms are not accessible to those physically impaired. When appropriate, classes
are reassigned so all classes are available to all students. All residence halls include
accessible housing space.

Smoking is prohibited in all campus buildings at Oglethorpe University. This
includes classrooms, offices, labs, meeting rooms, lounge areas, restrooms, corri-
dors, stairwells, the Library, the Field House, the Schmidt Center, the Student
Center, and any other interior spaces in buildings. An exception to the rule is
provided for residents in the privacy of their residence hall rooms.

Conant Performing Arts Center

This new performing arts center, completed in 1997, is a four-story facility
located adjacent to the Philip Weltner Library. It provides a permanent home for
the Georgia Shakespeare Festival and for classes in theatre and music for
Oglethorpe's undergraduate liberal arts students. It houses a mainstage theatre
with seating for 500, a lobby, rehearsal and dressing rooms, an area for receptions,
offices, and shipping and receiving facilities.

Dorough Field House

The Dorough Field House is the site of intercollegiate basketball and volley-
ball and large campus gatherings such as concerts and commencement exercises.
Built in 1960, the structure underwent major renovation in 1979. The building is
named for the late R. E. Dorough, a former Trustee of the University.

Emerson Student Center

The Emerson Student Center is named in honor of William A. and Jane S.
Emerson, benefactors of the University. As the hub of campus life, the Emerson
Student Center houses the dining hall, the student association office, the student
newspaper and yearbook offices, the radio station, the student post office, a lounge,
television area, and a snack bar/game room. The administrative offices of the
Vice President for Student Affairs, the Director of the Student Center, the Direc-
tor of Residence Life, the Center for Counseling and Health Services, and the
Director of Musical Activities are also located here. An outdoor swimming pool is
adjacent to the building.

Goodman Hall

Goodman Hall was built in 1956 and renovated in 1970, when it was trans-
formed from a men's into a women's residence hall. In 1997 it was again reno-
vated to provide support services for students such as the Academic Resource

IS

Center, Career Services, the Learning Resources Center, a resource center for
study abroad, the Oglethorpe Cafe, and a computer laboratory. Also located in
the building are the University's Network Services Office and the administrative
offices of University College, which offers accelerated degree programs for adult
students.

Goslin Hall

Goslin Hall, named in honor of Dr. Roy N. Goslin, the late Professor Emeri-
tus of Physics, was completed in 1971 and houses the Division of Natural Sci-
ences. Lecture halls and laboratories for biology, chemistry, and physics are located
in the building. A new physics laboratory, made possible by a grant from the Olin
Foundation, was opened in 1979. All laboratories were renovated in 1985 and
again in 2001 when major reconstruction was completed in the interior of the
building with the assistance of the Robert W. Woodruff Foundation and other
major foundations, as well as a bequest from Eugene W. Ivy '49. A computer
laboratory is also available for student use.

Hearst Hall

Phoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architec-
ture that dominates the Oglethorpe campus. The building is named in honor of
Phoebe Apperson Hearst, the mother of William Randolph Hearst, Sr.

It was renovated in the fall of 1972 as a classroom and faculty office building.
Most classes, with the exception of science and mathematics, are held in this build-
ing, which is located directly across from Lupton Hall. Newly equipped multi-
media classrooms in 2001 include the Georgia Power Model Classroom.

The dominant feature of the building is the beautiful Great Hall, the site of
many traditional and historic events at Oglethorpe. Located on the lower level of
the building is the University Bookstore and the much-publicized Crypt of Civili-
zation. The capsule was sealed on May 28, 1940 and is not to be opened until May
28,8113.

Lowry Hall - Philip Weltner Library

The Philip Weltner Library is a recently remodeled and expanded facility,
which includes a formal reading room with an atrium and an after-hours reading
room. In addition, there are numerous study rooms and carrels, computers for on-
line usage, and a film viewing room. The Library of Congress classification is
used in an open-stack arrangement allowing free access to users on all three floors.

The collection of over 150,000 volumes includes books, periodicals, and mi-
croforms, as well as audio-visual and machine-readable materials. More than 730
periodical subscriptions provide a diversified range of current information.

The library has an on-line catalog and a computerized circulation system to
aid the library patron. The library is a member of the library consortium of the
Atlanta Regional Consortium for Higher Education, and participates in Galileo, a
statewide information network.

The library is open seven days a week during the regular academic year.

19

Lupton Hall

Lupton Hall, built in 1920 and named in honor of John Thomas Lupton, was
one of the three original buildings on the present Oglethorpe University campus.
Renovated in 1973 and 1996, it contains primarily administrative offices, faculty
offices, classrooms, and an auditorium for 300 persons. Administrative offices
located in Lupton Hall include the President, Vice President for Business and
Finance, Provost, Vice President for Enrollment, Vice President for University Re-
lations, Admission, Financial Aid, and the Registrar.

The cast-bell carillon in the Lupton tower has 42 bells, which chime the quar-
ter hours.

Oglethorpe University Museum of Art

Oglethorpe University Museum of Art, occupying the entire third floor of
the Philip Weltner Library, opened in the spring of 1993 after extensive renova-
tions of the previous Oglethorpe University Art Gallery. The museum, covering
7,000 square feet, has a comfortable, intimate environment that includes two spa-
cious galleries, the Museum Gift Shop, and offices. It is considered an important
cultural addition to Atlanta's growing art scene, drawing thousands of visitors
each year.

In addition to the permanent collection, three exhibitions are held each year,
which feature artwork that is international, representational, often figurative and
spiritual in nature.

Recent exhibitions such as The Mystical Arts of Tibet: Featuring Personal
Sacred Objects of the Dalai Lama and The Grand Tour: Landscape and Veduta
Paintings, Venice and Rome in the 18th Century have garnered national media
attention and brought international art experts from around the world to lecture
on campus.

For Museum hours and exhibit information, call (404) 364-8555.

J. Mack Robinson Hall

Newly renovated in 2001, J. Mack Robinson Hall is a state-of-the-art classroom
and faculty office building, which also houses art studios, a darkroom, video edit-
ing facilities, and a slide library.

Steve Schmidt Sport 8c Recreation Center

Dedicated in 1995, the Schmidt Center is a 22,000 square-foot addition to
Dorough Field House. The Center has basketball and volleyball courts, a running
track, seven offices, a conference room, locker rooms, a weight room, handball
courts, a training room, and an entrance lobby. The facility is used primarily for
recreation and intramural sports. The Center is named for Stephen J. Schmidt,
Oglethorpe University alumnus of the class of 1940 and long-time member of the
Board of Trustees, who personally led the fund-raising effort for the addition.

20

Sheffield Alumni Center

The Sheffield Alumni Center, which is adjacent to the main campus, was first
built as a home for Oglethorpe's presidents. It served in this role from 1968-1999,
through the tenures of Presidents Vonk, Pattillo, and Stanton. Trustee and former
Alumni Association president O.K. Sheffield, Jr. '53 saw a need for a visible alumni
presence at Oglethorpe, welcoming alumni back and illustrating to students that
their current status is just the beginning of a lifelong relationship with the Univer-
sity. He advocated for the addition of an alumni center, and his generosity made
possible the conversion of the former presidents' home to this use. The Sheffield
Alumni Center officially opened and was named in honor of Mr. Sheffield in
March 2001. It provides space for alumni gatherings as well as for meetings of
student and faculty groups.

Traer Residence Hall

Built in 1969, Traer Hall is a three-story women's residence which houses 168
students. Construction of the building was made possible through the generosity
of the late Wayne S. Traer, Oglethorpe University alumnus of the class of 1928.
The double occupancy rooms arranged in suites, open onto a central plaza court-
yard.

Upper Residence Quadrangle

Five residence halls are situated around the upper quadrangle. Alumni,
Dempsey, Jacobs, Schmidt, and Trustee Halls, constructed in 1968, house both
men and women. All rooms on the first and second floors are suites with private
entrances and baths. Rooms on the third floor are traditional residence hall floors
with a common bathroom.

New Residence Hall

Opened in the spring of 1996, the new residence hall is coed, non-smoking,
and accommodates 73 students. It is designed as a more traditional facility with a
central entrance. The rooms consist of two-, three-, and four-person suites off
central hallways.

Greek Row

Greek Row consists of six houses devoted to two sororities - Chi Omega and
Sigma Sigma Sigma - and four fraternities - Chi Phi, Delta Sigma Phi, Kappa
Alpha Order, and Sigma Alpha Epsilon. Each house features one-bedroom doubles
with a shared bathroom and kitchen facilities. The houses on Greek Row were
constructed in 1994.

21

Computer Facilities and Services

Every residence hall room, faculty office, and appropriate staff office has a
connection to the Oglethorpe computer network and through that intranet to the
greater world of the Internet with all its resources. Access is also available to
students through computers located in the library, Goslin, and Goodman Halls.
Through the OUNet users can also connect to the Voyager Library System, which
provides access to the library's catalog and to Galileo, the Georgia Library Learn-
ing Online services of the University System of Georgia. The Galileo system pro-
vides access to databases containing bibliographical information, summaries, and
in many cases, access to full text of articles and abstracts.

E-mail and Computer Use Policy

A policy has been established to ensure the proper use of Oglethorpe
University's computer, network and telecommunication resources and services by
its students, employees, independent contractors, and other computer users. All
individuals have the responsibility to use computer resources in an efficient, effec-
tive, ethical, and lawful manner. The policy, rules, and conditions apply to all
users of computer, network and telecommunication resources and services, wher-
ever the users are located. Violations of this policy may result in suspension with-
out notice of privileges to use the resources and services, disciplinary action,
including possible termination, and/or legal action.

Oglethorpe University has the right, but not the duty, to monitor any and all
aspects of the computer and network systems, including employee and student
e-mail, to ensure compliance with this policy. The University has the right to use
information gained in this way in disciplinary or criminal proceedings. The com-
puters and computer accounts in use by employees and students are to assist them
in the performance of their jobs and in attaining their educational goals. Employ-
ees and students should not have an expectation of privacy in anything they cre-
ate, send, or receive on their network-attached computers. The computer, network
and telecommunication systems belonging to Oglethorpe University are for Uni-
versity business and educational purposes. Any other use in conflict with these
purposes is not permitted.

Computer users are governed by the following provisions, which apply to all
use of computer and telecommunication resources and services. Computer and
telecommunication resources and services include, but are not limited to, the fol-
lowing: host computers, file servers, workstations, standalone computers, laptops,
software, and internal or external communications networks (Internet, commer-
cial online services, bulletin board systems, and e-mail systems) that are accessed
directly or indirectly from Oglethorpe University's computer facilities. This policy
may be amended or revised periodically as the need arises.

The term "users," as used in this policy, refers to all employees, students,
independent contractors, and other persons or entities accessing or using
Oglethorpe University's computer, network and telecommunication resources and
services.

1. Users must comply with all copyrights laws and fair use provisions, soft-
ware licenses, and all other state and federal laws governing intellectual

22

property. Inappropriate reproduction and/or distribution of copyright
music, movies, computer software, text, images, etc. is strictly prohibited.

2. The electronic mail system shall not be used for "broadcasting" of unsolic-
ited mail (unless authorized by the department chair or unit head) or for
sending chain letters. Fraudulent, harassing, obscene, or other unlawful
material may not be sent by e-mail or other form of electronic communica-
tion or displayed on or stored in Oglethorpe University's computers.

3. Users should use the same care in drafting e-mail and other electronic docu-
ments as they would for any other written communication. Anything cre-
ated on the computer may, and likely will, be reviewed by others.

4. Users may not install software onto their individual computers (faculty and
staff), lab computers or the network without first receiving express authori-
zation to do so from Network Resources.

5. Users shall not forward e-mail to any other person or entity without the
express permission of the sender.

6. Users should not alter or copy a file belonging to another user without first
obtaining permission from the owner of the file. The ability to read, alter or
copy a file belonging to another user does not imply permission to read, alter
or copy that file.

7. The computer, network and telecommunication resources and services of
Oglethorpe University may not be used for the transmission, creation or
storage of commercial activity, personal advertisements, solicitations, pro-
motions, destructive programs (viruses and/or self-replicating code), po-
litical material, or any other unauthorized or personal use.

8. Users are responsible for safeguarding their passwords for the system. Indi-
vidual passwords should not be printed, stored online, or given to others.
Users are responsible for all transactions made using their passwords.

9. A user's ability to connect to other computer systems through the network
does not imply a right to connect to those systems or to make use of those
systems unless specifically authorized by the operators of those systems.

10. Entry into a system, including the network system, by individuals not spe-
cifically authorized or attempts to circumvent the protective mechanisms of
any University system are prohibited. Deliberate attempts to degrade system
performance or capability, or attempts to damage systems, software or
intellectual property of others are prohibited.

1 1 . Any network activity that impedes the flow of network traffic or diminishes
the availability of resources to other users is strictly prohibited.

12. Oglethorpe University is not responsible for the actions of individual users.
Use of Oglethorpe's computer, network and telecommunication resources

and services constitutes acceptance of this E-mail and Computer Use Policy.

23

Admission

The admission policy of Oglethorpe University is based on an individual se-
lection process. Throughout its history, Oglethorpe has welcomed students from
all sections of the country, as well as from abroad, as candidates for degrees. It is
the policy of the Admission Committee to select for admission to the University
applicants who present strong evidence of purpose, maturity, scholastic ability,
and probable success at Oglethorpe. Applicants wishing to enroll in the evening
credit program may refer to a brief description of University College in the Pro-
grams of Study section of this Bulletin or consult the University College Undergradu-
ate and Graduate Bulletin available from the University College Office (404)
364-8383.

Freshman Applicants

Admission to the undergraduate division of the University may be gained by
presenting evidence of successful completion of secondary school work in the
form of results from the College Entrance Examination Board's Scholastic Assess-
ment Test (SAT) or the results from the American College Testing Program As-
sessment (ACT); and, by submitting a letter of recommendation, and completing
an application essay.

Arrangements to take the SAT or ACT may be made through a secondary
school guidance counselor or by writing directly to one of the testing agencies.
For SAT write to College Board, Box 592, Princeton, New Jersey 08540, or Box
1025, Berkeley, California 90701. For ACT write to American College Testing
Program, P.O. Box 451, Iowa City, Iowa 52240. It is to the applicant's advantage to
take one of the tests in the junior year of high school.

Applicants should normally have or be in the process of completing a second-
ary school program including appropriate courses in English, social studies, math-
ematics, and science. While an admission decision is typically based on a partial
secondary school transcript, a final transcript must be sent to the Admission Of-
fice by the candidate's school, showing evidence of academic work completed and
official graduation.

The Oglethorpe application contains a recommendation form and a list of
other materials, which must be submitted by the applicant. No application will be
considered and acted upon until the items indicated have been received.

Students may choose from either Early Action or Regular Decision admis-
sion.

Application Procedure

All correspondence concerning admission should be addressed to the Admis-
sion Office, Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Georgia
30319-2797 or via e-mail at admission^oglethorpe.edu. Comprehensive admission
information can also be found at wwiu.oglethorpe.edu/admission. After receiving an
application form, the applicant should complete and return it with an application
fee of $35. Students may also apply online. Links to application procedures and
the online application may be found at wwiu.oglethorpe.edu/admissioii.

Entering freshmen must submit the following: an application essay, official
high school transcripts, standardized test scores (SAT/ ACT), and a recommenda-

20

tion form completed by a high school counselor or teacher. Achievement tests,
portfolios, or videos are not required for admission purposes but will be consid-
ered if submitted. Home Schooled applicants should contact the Home School
Advisor for portfolio requirements. Interviews and campus visits are strongly
recommended. If, upon review of an applicant's file, it is felt that further informa-
tion would be helpful (i.e. mid-year grades), the student will be notified.

Transfer students must submit the completed application form, essay and rec-
ommendation form with the $35 application fee, official transcripts from each
college attended, and certification of good academic standing at the most recent
or present college. High school transcript and test scores are also required if less
than 24 semester hours of college credit have been completed.

When a student has completed the application process, the Admission Com-
mittee will review the application. If accepted the student will be required to
submit an enrollment deposit to reserve accommodations for the appropriate se-
mester. Residence hall students submit a deposit of $300, commuters $100. While
the deposit is not refundable, it is applicable toward tuition and fees.

Early Action

Early Action allows students who have a strong interest in the University to
apply early and receive a quick response. Completed applications with supporting
materials must be postmarked by December 5. Notification letters will be mailed
no later than December 20 unless the Admission Committee requires additional
information. Early Action students who are admitted and indicate an interest in
scholarships will be considered prior to Regular Decision candidates. (Please
note that early action is non-binding). A non-refundable deposit is due by May 1.

Regular Decision

Regular Decision enables students to apply at any time. Applications will be
reviewed on a rolling basis beginning immediately after Early Action reviews (late
December) and continuing as long as space in the class is available. Notification
letters will typically be mailed within two weeks of completion unless additional
information is needed. A non-refundable deposit is due by May 1.

Campus Visit

While not a requirement of the admission process, the candidate is urged to
visit the campus and explore the academic and leadership opportunities that en-
compass the Oglethorpe tradition of a collegiate education.

Additional information may be obtained by contacting the Admission Office
(404) 364-8307 in the Atlanta calling area or (800) 428-4484 from other locations.
Comprehensive campus visit information can be found at www.oglethorpe.edu/ad-
mission.

27

Transfer Students and Transfer Policies

Students who wish to transfer to Oglethorpe from other regionally accredited
colleges are welcome to apply, provided they are in good standing at the last insti-
tution attended. They are expected to follow regular admission procedures and
will be notified of the decision of the Admission Committee in the same manner
that freshmen are notified.

Most financial aid awards and scholarships are available to transfer students
as well as first-time freshmen.

The same application information is required of the transfer student as for
the entering freshman, although high school records and test scores are not re-
quired of students having at least 24 semester hours of transferable credit.

Transfer students must submit transcripts of all current and previous college
work. A separate official transcript from each college attended must be received
before any action will be taken on the application.

Oglethorpe University will accept as transfer credit courses comparable to
University courses that are applicable to a degree program offered at Oglethorpe.
Acceptable work must be shown on an official transcript and must be completed
with a grade of "C" or better. Oglethorpe does not accept a "D" grade as transfer
credit, unless a student has graduated from an accredited junior college, or a "D"
grade is followed by a "C" grade or better in a normal sequence course (for ex-
ample, General Biology I and II).

Transfer students on probation or exclusion from another institution will
not be accepted.

Transfer students must have a minimum grade-point average of 2.8 (on a 4.0
scale) to be considered for admission.

Transfer students who have earned an associate degree at a regionally accred-
ited junior college will be awarded two years of credit. Junior college graduates
with strong academic records are encouraged to apply for admission.

Oglethorpe University will accept as many as 30 hours of United States Armed
Forces Institute (USAFI) credit.

Students who hold the R.N. credential from an appropriately accredited insti-
tution are awarded credit for their arts and sciences courses. To earn a bachelor's
degree, the student must complete the core curriculum, a major, and other appli-
cable requirements.

The maximum total number of semester hours that may be transferred into
Oglethorpe is 80. A minimum of 48 semester hours must be earned through course
work at Oglethorpe in order for an Oglethorpe degree to be awarded, with 32 of
the last 64 hours earned in residence (see Residency Requirement).

Credits earned at post-secondary institutions accredited by the six regional
accrediting bodies (for example, Southern, Middle States, New England, etc., As-
sociations) will be accepted.

Courses taken at schools accredited by national crediting bodies (for example,
Association of Independent Schools and Colleges, American Association of Bible
Colleges, etc.) may be credited. In these cases, student transcripts will be evalu-
ated on an individual basis. Actual catalog course descriptions and relevant course
syllabi should be provided by the student. The Registrar will determine whether
or not courses are to receive transfer credit.

28

Courses recognized by the American Council on Education (ACE) may be
credited by the Registrar. Programs not recognized by ACE will not be given credit.

A maximum of 32 semester hours may be earned through College Level Ex-
amination Program (CLEP tests). Maximum credit for Advanced Placement tests
(AP testing) is also 32 semester hours. Please consult the section, Credit by Exami-
nation, on the following pages.

In all cases, only 80 semester hours may be earned outside of Oglethorpe
University through any of the means described above. At least 48 semester hours
must be earned in course work for which Oglethorpe credits are granted.

A minimum of 16 semester hours of a major must be in course work taken at
Oglethorpe University. (For teacher education programs, please refer to educa-
tion requirements in this Bulletin.) A minimum of 12 semester hours must be in
course work taken at Oglethorpe in addition to student teaching.

Transfer students should note that only work completed at Oglethorpe is re-
flected in the Oglethorpe grade-point average, and transfer work is not included
in determination for Latin academic honors. To be eligible for academic honors,
the student must complete 68 or more hours at Oglethorpe.

International Students

Admission to Oglethorpe is open to qualified students from all countries.
Students who are able to provide evidence of suitable academic background, ad-
equate financial resources, and seriousness of purpose are eligible to apply.

All students from countries where English is not the native language must
meet one of the following requirements to be considered for admission:

1. Complete level 109 from an ELS, Inc. language center.

2. Score a minimum of 550 on the TOEFL - or 213 on the computer-based

test (Test of English as a Foreign Language).

3. Score 480 or more on the verbal section of the International Scholastic

Assessment Test.

4. Have a combined 2.8 grade-point average with no grade below a "C" in

two English composition courses from an AACRAO (American Associa-
tion of Collegiate Registrars and Admissions Officers) accredited col-
lege or university.

5. Earn a grade of "C" or better in G.C.E. or G.S.C.E. examinations or their

equivalent.

6. All secondary transcripts must have a "Document-by-Document" evalu-
ation and "Grade-Point Average Equivalent." Post-secondary transcripts
must have the same; or, if a student wishes to receive transfer credit for
his or her previous course work, a "Course-by-Course" evaluation is re-
quired. Applications for evaluation are available in the Office of Admis-
sion or by callingjoseph Silny & Associates, Inc. at (305) 666-0233.

An international student's secondary school credentials are subject to the
acceptance criteria stated for his or her country in the AACRAO world education
series, governed by the National Council on the Evaluation of Foreign Educa-
tional Credentials, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036.

All students from nations where English is the native language must have one
of the following to be considered for admission:

1. A combined SAT score of 1000, with at least 500 on the verbal section.

2. An ACT score of at least 2 1 .

29

3. Above-average scores on the "A" and/or "O" level examinations in Brit-
ish system schools or their equivalent in Northern Ireland or Scotland.

Joint Enrollment Students

Students who have attainedjunior or higher standing in their secondary schools
may apply for enrollment in suitable courses offered at the University.

Admission to the joint enrollment program will depend upon an assessment
by appropriate personnel of the student's secondary school.

In general, the candidate must have the social maturity to benefit from a
collegiate experience and possess a "B" or higher grade-point average along with
a combined score of 1 140 or higher on the Scholastic Assessment Test or its equiva-
lent. A student seeking admission should write or call the Joint Enrollment Coun-
selor in the Admission Office at Oglethorpe to receive an application. Normally
no more than five courses may be taken as a joint enrollment student.

Early Admission (Early Entrance)

A gifted student of unusual maturity whose high school record shows excel-
lent academic performance through the junior year in a college preparatory pro-
gram, and whose score on a standardized assessment test is high, may submit his
or her application for admission to the University for enrollment after the junior
year in high school. The candidate should have the support of his or her parents in
writing submitted with the application. A strong recommendation from the high
school is expected, and the candidate must come to campus for a personal inter-
view with a senior admission officer.

Transient Students

Transient students may take any course offered by the University, provided
that they secure permission from their current institution certifying that the insti-
tution will accept for transfer credit the academic work done by the student at
Oglethorpe. This permission is the responsibility of the transient student.

A letter of good standing or a current transcript must be sent to the Admis-
sion Office before a transient student can be accepted.

Special Status Admission

Special Status Admission is designed for students who wish to take a limited
number of post-baccalaureate classes at Oglethorpe, or for non-traditional stu-
dents who desire to begin college course work prior to being admitted to a degree-
seeking program.

Students may be admitted to Oglethorpe's undergraduate day program as a
special status candidate if they meet one of the following criteria:

1. They are at least 25 years of age and at least five years removed from
their last educational experience.

M)

2. They have graduated from another accredited college or university. Under
the program, students may enroll for a maximum of 16 semester hours.
Individuals desiring to enroll for additional courses must apply as regular,
degree-seeking candidates.
To apply for Special Status Admission, students must submit a completed ap-
plication form, a $35 non-refundable application fee, and proof of their last educa-
tional experience or a copy of their college diploma.

Special status students are not eligible for financial assistance.

Home School Students

Students who have completed high school graduation requirements in a home
school may be considered for admission if the following information is provided:

1. SAT or ACT scores.

2. A portfolio recording all high school work completed (including courses
studied, textbooks, assignments, and extracurricular achievements).

3. A personal interview with a senior admission officer.

4. Two recommendations.

5. A home school transcript (if applicable).

More information can be found at http://www.oglethorpe.edu/admission/under-
graduate/howtoapply/h o m eschool. htm

Credit by Examination

There are three testing programs through which students may earn credit for
required or elective courses. Any student who has questions about these examina-
tions should consult the Registrar. No more than 32 semester hours of credit will
be accepted from each of the programs described below.

College Level Examination Program - CLEP

Within the CLEP testing program are two categories. The General Examina-
tions cover the areas of English Composition, Humanities, Mathematics, Natural
Science, and Social Science and History. Oglethorpe University does not award
credit for the General Examinations in English Composition, Natural Science,
Mathematics, or Social Science and History. Minimum acceptable scores are 500
for each general area and 50 in each sub-total category. The Subject Examinations
are designed to measure knowledge in a particular course. A minimum acceptable
score of 50 on a Subject Examination is required for credit. The Oglethorpe Reg-
istrar should be contacted concerning which Subject Examinations may lead to
credit at Oglethorpe.

CLEP examinations normally are taken before the student matriculates at
Oglethorpe. Only under special circumstances will credit be awarded for an jex-
amination taken after the student completes his or her first semester at Oglethorpe
University. A maximum of four semester hours will be awarded for each examina-
tion. A maximum of 32 semester hours may be earned with acceptable CLEP scores.

All students are required to take placement examinations in mathematics and
foreign languages (if they plan to take a course in these areas or subjects) and are
placed accordingly.

31

Advanced Placement and International Baccalaureate Programs

The University encourages students who have completed Advanced Placement
examinations of the College Entrance Examination Board to submit their scores
prior to enrollment for evaluation for college credit. Please contact the Office of
Admission or the Registrar's Office for the appropriate course of action to be
taken in order to receive credit for AP exams. The general policy of Oglethorpe
toward such scores is the following: Academic credit will be given in the appropri-
ate area to students presenting Advanced Placement grades of 3, 4, or 5; neither
credit nor exemption will be given for a grade of 2; maximum credit allowed to
any student for Advanced Placement tests will be 32 semester hours. Specific poli-
cies are indicated in the chart which follows. These are subject to change at any
time.

Students who have studied in an approved International Baccalaureate Pro-
gram (IB) are also encouraged to apply for credit based on scores earned, and
should contact the Office of Admission or the Registrar's Office to learn how to
receive credit for IB exams. Scores must be 5, 6, or 7 on the Higher Level Exam to
be considered for college credit. Sophomore standing may be awarded to students
who complete the IB diploma and obtain a total of 33 points or better for the full
program, assuming all examination scores are 4 or better, and no Higher Level
Exam score is below 5.

All students are required to take placement examinations in mathematics and
foreign languages (if they plan to take a course in these areas or subjects) and are
placed accordingly.

ADVANCED PLACEMENT and INTERNATIONAL
BACCALAUREATE CREDIT CHART

Accepted Examination Grades (unless stated otherwise)
AP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7

AP Exam

Biology

Grade 4 or 5 AP

Semester

Hours

Awarded

Course Equivalents

Art

Studio

4

Elective Credit

History

4

Elective Credit

GEN 102 Natural Science: The Biological Sciences &
(subject to placement) BIO 102 General Biology II

Grade 3 AP

GEN 102 Natural Science: The Biological Sciences

Chemistry

Grade 4 or 5 AP

CHM 101 General Chemistry I (subject to placement
exam)

Grade SAP

GEN 101 Natural Science: The Physical Sciences

Computer Science 1

CSC 243 Principles of Computer Programming inC+

Economics

Microeconomics
Macroeconomics

ECO 121 Introduction to Economics
Elective Credit

32

English

Language & Composition
Oracle 1 01 5 A P. (i or 7 IB 1
Grade SAP or 5 IB 4

Literature 8c Composition
Grade 4 or 5 AP, 6 or 7 IB 4
Grade SAP or 5 IB I

Mathematics
Calculus AB
Calculus BC
Statistics

Elective Credit

Essay will be evaluated by English faculty

Elective Credit

Essay will be evaluated by English faculty

French

Language
Literature

8

8

FRE 101, FRE 102 Elementary French I 8c II
General credit in French

German

Language
Literature

8
8

GER 101, GER 102 Elementary German I & II
General credit in German

Government'

4

POL 101 Introduction to American Politics

History

American
European

1
1

Elective Credit
Elective Credit

Latin

s

LAI 101, LAI 102 Elementary Latin I & II

MAT 131 Calculus I

MAT 131, MAT 132 Calculus I 8c

MAT 1 1 1 Statistics

Music 1

Theory
Appreciation

MUS231 Music Theory I
COR 103 Music and Culture

Physics'
Physics B
Physics C

8
10

I

PHY 101, PHY 102 General Physics I 8c II
PHY 201, PHY 202 College Physics I & II
C.EN 101 Natural Science: The Physical Sciences

Psvc

ychology'

PSY 101 Psychological Inquiry

Spanish

Language
Literature

SPN 101, SPN 102 Elementary Spanish I 8c II
General credit in Spanish

'Credit for the IB exam will be determined through discussion with the faculty within the
appropriate academic field. Any exams not included in this chart should be brought to -the
attention of the Registrar, and the appropriate faculty members will determine credit.

33

Financial
Assistance

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Programs

Oglethorpe University offers a variety of strategies and resources to keep the
net cost of an Oglethorpe education affordable. Both need-based aid and awards
based on academic achievement are available. Students interested in financial aid
should complete the Free Application for Federal Student Aid (FAFSA). The Free
Application for Federal Student Aid (FAFSA) is the approved needs-analysis form
by which students may apply for the following need-based programs: Federal Pell
Grant, Federal Supplemental Educational Opportunity Grant, Federal Perkins
Loan, Federal Work-Study, Federal Stafford Loan, Leveraging Educational Assis-
tance Program, and the Oglethorpe Need-based Grant. After a student submits
the FAFSA to the federal processor, the school will receive from the processor an
Institutional Student Information Record (ISIR). Upon acceptance to the Univer-
sity and receipt of the student's ISIR, Oglethorpe's financial aid professionals will
prepare a comprehensive financial aid package, which may include assistance from
any one or more of the following sources:

James Edward Oglethorpe Scholarships provide tuition, room and board
for four years of undergraduate study, if scholarship criteria continue to be met.
Recipients are selected on the basis of an academic competition held on campus
in the spring of each year. Students must have a combined SAT score of at least
1360 (ACT 31), a 3.75 or higher cumulative grade-point average, and a superior
record of leadership in extracurricular activities either in school or in the commu-
nity. For application procedures and deadlines, contact the Admission Office.

Oglethorpe Scholars Awards (OSA) Scholarships (including Presidential
Scholarships, Oxford Scholarships, University Scholarships, and Lanier Scholar-
ships) are based on achievement and available to entering students with superior
academic ability. A fundamental aim of Oglethorpe University is to prepare stu-
dents for leadership roles in society. One way of promoting this purpose is to give
special recognition to students who demonstrate superior academic abilities as
undergraduates. Scholarships range from $4,000 to $11,000.

Recipients of funds from this program are expected to maintain specified
levels of academic achievement and make a significant contribution to the
Oglethorpe community. Each award is for one year but can be renewed on the
basis of an annual evaluation of academic and other performance factors.

Oglethorpe Christian Scholarships are awarded to freshmen who are resi-
dents of Georgia and who demonstrate active participation in their churches. Aca-
demic qualifications for consideration include SAT scores of 1 100 or higher and a
senior class rank in the upper 25 percent. Awards range up to $1,500 per aca-
demic year. Recipients are required to maintain a 3.0 cumulative grade-point aver-
age and engage in a service project during the academic year. For application
procedures and deadlines, contact the Admission Office or the Office of Finan-
cial Aid.

Georgia Tuition Equalization Grants (GTEG) are available for Georgia resi-
dents who are full-time, degree-seeking students at Oglethorpe. The program was
established by an act of the 1971 Georgia General Assembly. The GTEG program
helps to "promote the private segment of higher education in Georgia by provid-
ing non-repayable grant aid to Georgia residents who attend eligible independent
colleges and universities in Georgia." All students must complete an application

36

and verify their eligibility for the grant. In the 2002-2003 academic school year,
this grant is $1,045. Financial need is not a factor in determining eligibility. A
separate application and proof of residency is required.

HOPE Scholarships of $1,500 per semester are available to Georgia resi-
dents who have graduated from an eligible high school in 1996 or later, with at
least a 3.0 grade-point average. Additional requirements are required of high
school graduates in 2000 or later. Georgia residents who do not qualify under
these guidelines but have now attempted 30 or more semester hours with a 3.0
grade-point average or higher may also be eligible. The applicant must be a Geor-
gia resident for one year prior to attendance at any college or university in Geor-
gia. Applicants must be registered as full-time, degree-seeking students at a
participating Georgia private college or university. Students entering the HOPE
Scholarship program for the first time after attempting 30 or 60 semester hours
should be aware that their grade-point average is calculated to include all attempted
hours taken after high school graduation. Recipients of the Scholarship are re-
quired to maintain a 3.0 or higher cumulative grade-point average for reinstate-
ment. For more information, contact the HOPE Scholarship Program (770)
724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe Uni-
versity.

HOPE Promise Teacher Scholarships provide forgivable loans to high-achiev-
ing students who aspire to be teachers in Georgia public schools. Students must
have a minimum grade-point average of 3.6, be academically classified as a junior,
and be accepted for enrollment into a teacher education program leading to ini-
tial certification. For more information, contact the HOPE Scholarship Program
(770) 724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe
University.

HOPE Teacher Scholarships provide forgivable loans to individuals seeking
advanced education degrees in critical shortage fields of study. The student must
be a legal resident of Georgia and be admitted for regular admission into gradu-
ate school and into an advanced degree teacher program leading to certification
in a critical shortage field. For more information, contact the HOPE Scholarship
Program (770) 724-9030 or 1-800-546-HOPE, or the Office of Financial Aid at
Oglethorpe University.

The Leveraging Educational Assistance Program (LEAP), formerly the Stu-
dent Incentive Grant (SIG) program, is one of the need-based grants for qualified
Georgia residents to enable them to attend eligible post-secondary institutions of
their choice in the state. The grant awards are designed to provide only a portion
of the student's resources in financing the total cost of a college education. A
student should complete the FAFSA for consideration.

The Federal Pell Grant is a federal aid program that provides non-repayable
funds to eligible students. Eligibility is based upon the results from the FAFSA.

Federal Supplemental Educational Opportunity Grants (FSEOG) are
awarded to undergraduate students with exceptional financial need. Priority is
given to Federal Pell Grant recipients and does not require repayment.

Oglethorpe Need-based Grants are available to full-time day undergraduate
students who demonstrate financial need by completing the FAFSA. Oglethorpe
Need-based Grants in conjunction with federal, state, private, or institutional as-
sistance cannot exceed the student's financial need.

Federal Work-Study Program (FWSP) permits a student to earn part of his
or her educational expenses. The earnings from this program and other financial

37

aid cannot exceed the student's financial need. Students eligible for this program
work part time primarily on the Oglethorpe campus. A limited number of com-
munity service positions are available at locations near the campus.

Federal Perkins Loans are long-term, low-cost educational loans to students
who have demonstrated need for such assistance. Priority is given first to sopho-
more, junior, or senior students. Interest is charged at a five percent annual rate
beginning nine months after the borrower ceases to be at least a half-time student
(a minimum course load of six semester hours). Information regarding repayment
terms, deferment and cancellation options is available in the Office of Financial
Aid.

Federal Stafford (Subsidized and Unsubsidized) Loans are long-term loans
available through banks and other lending institutions. Students must submit the
FAFSA and be attending at least half time to receive consideration. A separate
Master Promissory Note (MPN) is also required. Information regarding repay-
ment terms, deferment and cancellation options are available in the Office of
Financial Aid.

Federal PLUS Loans are relatively long-term loans available through banks
and other lending institutions. Parents desiring to seek a loan from this program
should consult the various lenders indicated on the Oglethorpe University Lender
List for additional information. This list may be found in the current "Financial
Aid Packet" available in the Office of Financial Aid.

Choral Music Scholarships (Performance) are awarded annually to incom-
ing students pursuing any degree offered at Oglethorpe who demonstrate excep-
tional achievement in choral singing or keyboard accompanying. Candidates must
be nominated with a letter of recommendation by the conductor of their choral
ensemble on a special form obtainable from the Director of Musical Activities at
Oglethorpe. If the nomination warrants, then the candidate will be offered an
audition and interview session on campus to complete the qualifying process.

Playmakers Scholarships (Performance) are awarded annually to current
students who have demonstrated exceptional ability in the area of dramatic per-
formance and a strong commitment to Oglethorpe's theatre program. Awards
are based on ability, not financial need.

The Lavinia Cloud Pretz Annual Music Scholarship is provided through
the generosity of James and Sharon Bohart in memory of Mrs. Pretz. Mrs. Pretz
was a former member of the Oglethorpe President's Advisory Council and the
Art Gallery Council. The scholarship is to be awarded to an outstanding student
in the music program.

Note: Dual-degree students in art and engineering may not use Oglethorpe as-
sistance to attend other institutions.

38

Academic Policies Governing Student
Financial Aid

Applicants for federal aid, state grants, or institutional need-based programs
must be making satisfactory progress toward the completion of their degree re-
quirements and be in good academic standing with the University in order to
receive financial aid consideration. Students must meet at least the following re-
quirements:

1. Satisfactory Completion Ratio - Students must satisfactorily complete

at least 75 percent of the cumulative course work attempted at Oglethorpe
University. Unsatisfactory grades that count against the student's progress
are:

D - If a "C-" or better is required for the major

F - Failure

FA - Failure by Absence

W - Withdrew Passing

NG - No Grade

WF - Withdrew Failing

WX - Grade Withdrawn/Freshman Forgiveness Policy

I - Incomplete

U - Unsatisfactory

AU - Audit

2. Repeated Courses - Courses that are being repeated will not be consid-

ered when determining financial aid eligibility unless a grade of at least
a "C" is required to fulfill the degree requirements. The student must
notify the Office of Financial Aid if a course is being repeated.

3. Good Academic Standing and Maximum Time Frames - Students must

remain in good academic standing by achieving the minimum cumula-
tive grade-point average and by completing their degree requirements
within the maximum time frames listed below:

Number of Hours Minimum Cumulative Maximum Years to

Earned

Grade-Point

Average

Complete Program

0-24

1.50

1

25-35

1.50

2

36-48

1.75

2

49-64

1.75

3

65-72

2.00

3

73-96

2.00

4

97-120

2.00

5

121-144

2.00

3

Academic Standing Consistent with Graduation Requirements - Stu-
dents who have completed their second academic year (measured as a
period of time, not grade level) must maintain at least a 2.0 cumulative
grade-point average in order to be academically consistent with
Oglethorpe University's graduation requirements.

Based upon full-time enrollment. The maximum time frame for students
enrolled part time will be pro-rated. Students who earn over 144 hours will
not be eligible for financial aid unless approved through the appeal process.

39

5. Annual Review - The satisfactory progress requirements will be reviewed

at the completion of each spring semester. If the student is not meeting
these requirements, written notification will be sent to the student plac-
ing them on "Financial Aid Probation" for the fall semester. The student
may continue to receive aid during this probationary period but will be
encouraged to enroll in summer session courses at Oglethorpe Univer-
sity in order to make up the deficiency. Any student who is not in com-
pliance with the requirements by the end of the fall probationary period
will not be eligible for financial aid for the spring or subsequent sessions
until the requirements are met or a written appeal is submitted and ap-
proved.

6. Appeal Process - If significant mitigating circumstances have hindered

a student's academic performance and the student is unable to make up
the deficiencies by the end of the financial aid probationary period, the
student may present those circumstances in a written appeal to the Ad-
mission and Financial Aid Committee. Documentation to support the
appeal, such as medical statements, should also be presented. The ap-
peal should be submitted to the Office of Financial Aid at least two
weeks prior to the start of the semester for which the student wishes to
receive consideration. The student will be notified in writing if the ap-
peal has been approved or denied.

Application Procedure

Students applying for the Georgia Tuition Equalization Grant and HOPE Schol-
arship programs must submit a Georgia Tuition Equalization Grant Application
which may be obtained from the Office of Financial Aid.

Students meeting the requirements for an Oglethorpe Scholars Award (OSA)
are considered for such based on their admission application. Students applying
for an Oglethorpe Christian Scholarship must complete the appropriate scholar-
ship application, which may be obtained from the Admission Office.

The application procedures for the Federal Pell Grant, Federal Supplemental
Educational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based
Grant, Federal Stafford Loan, Federal Work-Study Program, and Leveraging Edu-
cational Assistance Program are as follows:

1. Apply and be admitted as a regular degree-seeking student.

2. Complete the Free Application for Federal Student Aid (FAFSA) after
January 1, but no later than May 1. Students should keep a copy of the
FAFSA before submitting it to the federal processor. The original FAFSA
may be filed electronically at http://www.fafsa.ed.gov or mailed to the pro-
cessor using the paper form. Oglethorpe's Federal Code is 001586.

3. Once the FAFSA has been received and processed by the federal proces-
sor, an Institutional Student Information Record (ISIR) will be sent to
the Office of Financial Aid.

4. Keep copies of all federal income tax returns, etc. as these documents
may be required in order to verify the information provided on the FAFSA.

5. Complete Oglethorpe's Financial Aid Application, which is available from
the Office of Financial Aid.

6. New students who wish to be considered for the Federal Work-Studv Pro-

40

gram must complete the Student Employment Application form in the

Office of Financial Aid.
7. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a Master
Promissory Note (MPN) must be completed. Contact the Office of Fi-
nancial Aid for more information.

Federal Aid Eligibility Requirements

1. Demonstrate financial need (exception: Federal Unsubsidized Stafford
Loan and Federal PLUS Loan programs).

2. Have a high school diploma or a General Education Development (GED)
certificate or pass an independently administered test approved by the
U.S. Department of Education.

3. Be enrolled as a regular degree-seeking student in an eligible program
(exception: Teacher Certification students).

4. Be a U.S. citizen or eligible noncitizen.

5. Generally, have a social security number.

6. Register with Selective Service, if required.

7. Must not owe a refund on any grant or loan; not be in default on any
loan or have made satisfactory arrangements to repay any defaulted loan;
and not have borrowed in excess of the loan limits, under Title IV pro
grams, at any institution.

8. Make satisfactory academic progress. Refer to the Academic Policies Gov
erning Student Financial Aid.

9. May not be a member of a religious community, society, or order who by
direction of his or her community, society or order is pursuing a course
of study at Oglethorpe, and who receives support and maintenance from
his or her community, society, or order.

Payment of Awards

All awards, except Federal Work-Study earnings, and some Federal Stafford
Loans, and Federal PLUS Loans, are disbursed to students by means of a direct
credit to their account. Financial aid disbursements are made on a semester-by-
semester basis only; disbursement of all awards is dependent upon final approval
by the Director of Financial Aid. Only when a student's file is complete can aid be
credited to the account.

Renewal of Awards

Renewal FAFSA information is provided to students by the United States De-
partment of Education. Students must meet the eligibility requirements indicated
above and file the appropriate applications for each program. The preferred dead-
line for receipt of a completed financial aid file is May 1. Applicants whose files
become complete after this time will be considered based upon availability of
funds.

For renewal of the Oglethorpe Scholars Award, all students must maintain a
cumulative grade-point average consistent with good academic standing. A 3.2 or

41

higher grade-point average is required for renewal of a James Edward Oglethorpe
scholarship.

Students who fail to meet the cumulative grade-point average requirement
may attend Oglethorpe's summer school program in order to make up deficien-
cies. Courses taken elsewhere will not affect the cumulative grade-point average at
Oglethorpe.

In addition to the cumulative grade-point average requirement, students must
earn at least 24 semester hours during the current academic year. Students who
are deficient in the number of hours required might attend summer school at
Oglethorpe. Students also have the option of submitting a written appeal to the
Admission and Financial Aid Committee.

Students who meet the scholarship renewal criteria will have their awards
automatically renewed for the next academic year.

Endowed Scholarships

Oglethorpe Scholars may receive special recognition of their outstanding
achievement by being named as an endowed or annual scholar. Selection of this
honorary designation is based upon the criteria outlined below:

The Ivan Allen Endowed Scholar: Funding was established by a grant from
The Allen Foundation, Inc., of Atlanta, in memory of Ivan Allen, Sr., who was a
Trustee of the University for many years and General Chairman of the first major
fundraising campaign. The Ivan Allen family and Foundation are long-time bene-
factors of the University. Ivan Allen Scholars must be from the Southeast, have at
least a 3.2 grade-point average, leadership ability and demonstrated financial need.

The Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was
established by the Asher family in 1988. The late Mr. and Mrs. Asher were both
alumni (classes of 1941 and 1943 respectively) and both served for many years as
Trustees of the University. The scholarship is awarded to a superior student in
science.

The Earl Blackwell Endowed Scholar: Funding was established by Earl
Blackwell, distinguished publisher, playwright, author, and founder of Celebrity
Services, Inc., headquartered in New York. The scholarship is awarded to deserv-
ing students with special interest in English, journalism, or the performing arts.
Mr. Blackwell was a 1929 graduate of the University.

The Class of 1963 Endowed Scholar: Funding was established through the
efforts of alumni from the Class of 1963. The intention of this scholarship was "to
give to others, so they too can be enriched by an Oglethorpe education."

The Miriam H. and John A. Conant Endowed Scholar: Funding was estab-
lished by Mr. and Mrs. John A. Conant. The Conants are long-time benefactors of
Oglethorpe, and Mrs. Conant serves as a Trustee of the University. Scholarships
are awarded annually to superior students with leadership ability.

The Michael A. Corvasce Memorial Endowed Scholar: Funding was estab-
lished by Dr. and Mrs. Michael Corvasce of Hauppauge, New York, and friends in
memory of Michael Archangel Corvasce, class of 1979. The scholarship recipient
will be selected from the three pre-medical students who have the highest cumula-
tive grade-point average through their junior years and plan to attend an Ameri-
can medical school. This scholarship, which perpetuates Michael Archangel

42

Corvasce's interest in Oglethorpe and medicine, will take into consideration the
moral character of the candidates as well as their academic qualifications.

The Estelle Anderson Crouch Endowed Scholar: This funding is the first of
three scholarships given by Mr. John W. Crouch, class of 1929 and a former Trustee
of the University. This scholarship was established in memory of Mrs. Estelle Ander-
son Crouch, the mother of John Thomas Crouch, class of 1965. Mrs. Crouch died
in 1960. It is awarded annually without regard to financial need to students who
have demonstrated high academic standards.

The Katherine Shepard Crouch Endowed Scholar: Funding is given in
memory of Mrs. Katherine Shepard Crouch by Mr. John W. Crouch and is awarded
annually based upon academic achievement.

The Cammie Lee Stow Kendrick Crouch Endowed Scholar: This funding is
the third scholarship endowed by Mr. Crouch and is awarded annually based uoon
academic achievement in memory of Mrs. Cammie Lee Stow Kendrick Crouch.
Mr. and Mrs. Crouch were classmates at Oglethorpe and graduates in the class of
1929.

The Karen S. Dillingham Memorial Endowed Scholar: Funding was estab-
lished by Mr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr.
Dillingham is a former Trustee and later served for several years as a senior ad-
ministrator of the University. The scholarship is to be awarded each year to an
able and deserving student.

The R. E. Dorough Endowed Scholar: Funding was established by a gift
from Mr. Dorough's estate. Scholarships from this fund are awarded to able and
deserving students based on the criteria outlined in his will. Mr. Dorough was a
former Trustee of the University.

The William A. Egerton Memorial Endowed Scholar: Funding was estab-
lished in 1988. Professor Egerton was a well-liked and highly respected member of
the Oglethorpe faculty from 1956 to 1978 and influenced the lives of many stu-
dents. Alumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden
'69, donated the initial funds and were especially helpful in encouraging other
alumni and friends to assist in establishing this endowed scholarship fund in
memory of Professor Egerton. The scholarship is awarded to a student with strong
academic record and demonstrated leadership skills who is majoring in business
administration.

The Ernst 8c Young Endowed Scholar (formerly Ernst 8c Whinney): Fund-
ing was established in 1981 through the efforts of Murray D. Wood, a former vice
chairman at Ernst & Whinney and by a gift from the accounting firm of Ernst 8c
Whinney of Cleveland, Ohio. Scholarship preference will be given to superior
students who are majoring in accounting.

The Henry R. "Hank" Frieman Endowed Scholar: Funding was established
by Mr. Frieman, class of 1936. An outstanding athlete during his college days at
Oglethorpe, Mr. Frieman spent a career in coaching. He is a member of the
Oglethorpe Athletic Hall of Fame. This scholarship is awarded annually based on
academic achievement, leadership qualities, demonstrated need, and a special in-
terest in sports.

The Charles A. Frueauff Endowed Scholar: Funding was established by grants
from the Charles A. Frueauff Foundation of Little Rock, Arkansas. Scholarship
preference is given to able and deserving students from middle-income families
who do not qualify for governmental assistance. The criteria for selection also
include academic ability and leadership potential.

43

The Lu Thomasson Garrett Endowed Scholar: Funding was established in
honor of LuThomasson Garrett, class of 1952 and a former Trustee of the Univer-
sity. Preference for awarding scholarships from this fund is given to students who
meet the criteria for an Oglethorpe Scholars Award and are majoring in educa-
tion or business administration.

The Georgia Power Company Endowed Scholar: Funding was established by
a grant from the Georgia Power Company of Atlanta. The fund will provide schol-
arship support for able and deserving students from Georgia. Georgia Power Schol-
ars must have at least a 3.2 grade-point average, leadership ability and must
demonstrate financial need.

The Walter F. Gordy Memorial Endowed Scholar: Funding was established
in 1994 with a bequest from the Estate of William L. Gordy, class of 1925. Walter
Gordy was also an alumnus of Oglethorpe University, class of 1924. The scholar-
ship fund was increased in 1995 with a bequest from the Estate of Mrs. William L.
(Helene) Gordy. Scholarships from this fund are awarded at the discretion of the
University.

The Bert L. and Emory B. Hammack Memorial Scholar: This funding is
one of three scholarships established by gifts from their brother, Mr. Francis R.
Hammack, class of 1927. This scholarship, established in 1984, is awarded annu-
ally to a senior class student majoring in science or mathematics, who is a native of
Georgia and had the highest academic grade-point average of all such students
who attended Oglethorpe University in their previous undergraduate years.

The Francis R. Hammack Scholar: Established in his own name in 1990, this
funding is the second endowed financial assistance program by Mr. Hammack,
class of 1927. It is to be awarded annually to a needy but worthy student who is a
native of Georgia, a junior class member majoring in English, and who has at-
tended Oglethorpe University in his or her previous undergraduate years.

The Leslie U. and Ola Ryle Hammack Memorial Scholar: Funding of this
third gift was established in 1985 in memory of his parents by Francis R. Hammack,
class of 1927. It is awarded annually to a junior class student, working toward the
Bachelor of Business Administration degree, who is a native of Georgia and who
had the highest academic grade-point average of all such students who attended
Oglethorpe University in their previous undergraduate years.

The Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor
the late Dr. Jarrell, former Superintendent of Atlanta Schools and an Oglethorpe
graduate. It is awarded annually in the fall to a new student who is a graduate of an
Atlanta public high school and who is studying in the field of teacher education.
Should there be no eligible applicant, the award may be made to an Atlanta high
school graduate in any field, or the University may award the scholarship to any
worthy high school graduate requiring assistance while working in the field of
teacher education.

The Lowry Memorial Scholar: Funding is awarded annually to full-time stu-
dents who have maintained a 3.3 grade-point average.

The Vera A. Milner Endowed Scholar: Funding was established by Belle
Turner Cross, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia
T Rezetko and Vera T Wells, in memory of their aunt. Vera A. Milner. The schol-
arship is awarded annually to a full-time student planning to study at Oglethorpe
for the degree of Master of Arts in Early Childhood Education. Eligibility may
begin in the undergraduate junior year at Oglethorpe. Qualifications include a

14

grade-point average of at least 3.25, a Scholastic Assessment Test or Graduate
Record Examination score of 1100, and a commitment to teaching.

The Virgil W. and Virginia C. Milton Endowed Scholar: Funding was estab-
lished through the gifts of their five children. Mr. Milton was a 1929 graduate of
Oglethorpe University and a former chairman of the Board of Trustees. He re-
ceived an Honorary Doctor of Commerce degree from Oglethorpe in 1975. This
scholarship is awarded based on the applicant's financial need, academic achieve-
ment, and leadership ability.

The National Alumni Association Endowed Scholar: Funding was estab-
lished in 1971 by the Association's Board of Directors. The scholarship is awarded
annually to an Oglethorpe student based upon financial need, scholarship, and
qualities of leadership.

The Dr. Keiichi Nishimura Endowed Scholar: Funding was established by
his family in memory of Dr. Keiichi Nishimura, a Methodist minister who served
in the poor areas of Tokyo for over 50 years. The scholarship is awarded to able
and deserving international students and is based on financial need, academic
achievement, and leadership potential.

The Oglethorpe Christian Endowed Scholar: Funding was established by a
grant from an Atlanta foundation which wishes to remain anonymous. The fund
also has received grants from the Akers Foundation, Inc., of Gastonia, North Caro-
lina; the Clark and Ruby Baker Foundation of Atlanta; and the Mary and E. P.
Rogers Foundation of Atlanta. Recipients must be legal residents of Georgia and
have graduated from Georgia high schools. High school applicants must rank in
the top quarter of their high school classes and have Scholastic Assessment Test
scores of 1100 or more; upperclassmen must have a grade-point average of 3.0.
Applicants must submit a statement from a local minister attesting to their reli-
gious commitment, active involvement in local church, Christian character, and
promise of Christian leadership and service. The Oglethorpe Christian Scholar-
ship Committee will interview applicants.

The Oglethorpe Memorial Endowed Scholar: Funding was established in
1994 by combining several existing scholarship funds which had been created
over the previous two decades. Combining these funds leads to efficiencies which
will increase the funds available for student support. Additionally, this new fund
will allow persons to establish memorials with amounts smaller than would other-
wise be possible. The following are honored in the Oglethorpe Memorial Endowed
Scholarship Fund:

Allen A. and Mamie B. Chappell George A. Holloway, Sr.

Dondi Cobb Elliece Johnson

Lenora and Alfred Glancy Nancy H. Kerr

Diane K. Gray Ray M. and Mary Elizabeth Lee

PDM Harris Milton M. Ratner Foundation

William Randolph Hearst

Anna Rebecca Harwell Hill and Frances Grace Harwell

The Manning M. Pattillo, Jr. Endowed Scholar: Funding was established in
1988 by the Oglethorpe National Alumni Association from gifts received from
many alumni and friends. Dr. Pattillo was Oglethorpe's 13th President, serving
from 1975 until his retirement in 1988. In recognition of his exemplary leadership
in building an academically strong student body and a gifted faculty, the scholar-
ship is awarded to an academically superior student with demonstrated leadership
skills.

45

The E. Rivers and Una Rivers Endowed Scholar: Funding was established
by the late Mrs. Una S. Rivers to provide for deserving students who qualify for
the Oglethorpe Scholars Award.

The Fred C. Robey Endowed Scholar: Funding was established by Fred C.
Robey, a 1997 graduate of Oglethorpe University. This scholarship is awarded
based upon financial need.

The J. Mack Robinson Endowed Scholar: Funding was established by At-
lanta businessman J. Mack Robinson. It is awarded to a deserving student who
meets the general qualifications of the Oglethorpe Scholars Award. Preference is
given to students majoring in business administration.

The Steve and Jeanne Schmidt Endowed Scholar: Funding is awarded annu-
ally to an outstanding student based upon high academic achievement and leader-
ship in student affairs. This endowed.award is made possible through the generosity
of Mr. and Mrs. Schmidt. Mr. Schmidt, class of 1940, is a former Chairman of the
Board of Trustees. Mrs. Schmidt is a graduate of the class of 1942.

The Timothy P. Tassopoulos Endowed Scholar: Funding was established in
1983 by S. Truett Cathy, Founder of Chick-fil-A Inc., in honor of Timothy P.
Tassopoulos, a 1981 graduate of Oglethorpe University. This scholarship is awarded
to individuals who demonstrate academic achievement and leadership ability.

The Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was estab-
lished by Dr. and Mrs. Tebo in 1994 to award annually to Georgia residents major-
ing in chemistry, biology or other sciences. Preference is given to students who
plan to do graduate study in medicine, dentistry or other specialties in the health
sciences field. Dr. Tebo is an alumnus of Oglethorpe, class of 1937.

The Charles L. and Jean Towers Scholar: Funding is awarded each year to a
superior student who has demonstrated an interest as well as talent in choral music.
The scholarship was established in 1985 by the University in recognition of the
many years of valuable service to the University by Mr. Towers, a former Chairman
of the Board of Trustees and Assistant to the President.

The J. M. Tull Scholar: Funding was established by a gift from the J. M. Tull
Foundation in 1984. Scholarships are awarded annually to superior students with
leadership ability as well as financial need.

The United Technologies Corporation Endowed Scholar: Funding was es-
tablished by a grant from the United Technologies Corporation, Hartford, Con-
necticut. The fund provides scholarship support for able and deserving students
who are majoring in science or pursuing a pre-engineering program. United Tech-
nologies Scholars are to have at least a 3.2 grade-point average and leadership
ability as well as financial need.

The Charles Longstreet Weltner Memorial Endowed Scholar: Funding was
established in 1993 by former United States Senator Wyche Fowler, Jr., his long-
time friend and colleague. An alumnus of the class of 1948 and Trustee of
Oglethorpe University, Charles Weltner was Chief Justice of the Supreme Court
of Georgia at the time of his death in 1993. He was the recipient of the "Profile in
Courage" award in 1991. He was a tireless advocate for equal rights for minorities
and while serving in the United States House of Representatives was the only
congressman from the deep South to vote for the Civil Rights Act of 1964. Weltner
Scholarships are awarded annually to selected Oglethorpe University students who
are residents of the State of Georgia, with financial need, satisfactory academic
records, and to the extent allowed by law, of African-American descent. At the
donor's request, the amount of the scholarship award to any recipient is to be no

41",

more than one-half of full tuition in order to encourage student recipients to work
to provide required additional funds.

The L. W. "Lefty" and Frances E. Willis Endowed Scholar: Funding was
established by the family of the late L. W. "Lefty" Willis, class of 1925. Preference
will be given to outstanding students who are pursuing a pre-engineering pro-
gram. This award is based on academic achievement, leadership ability, and finan-
cial need.

The Vivian P. and Murray D. Wood Endowed Scholar: Funding was estab-
lished by gifts from Mr. and Mrs. Murray D. Wood of Atlanta and Coral Gables,
Florida. Mr. Wood is a former vice chairman of the Board of Trustees and former
chairman of Oglethorpe University's Campaign for Excellence. Scholarship pref-
erence will be given to superior students who are majoring in accounting.

The David, Helen, and Marian Woodward Endowed Scholar: Funding was
established by grants from the David, Helen, and Marian Woodward Fund of
Atlanta. It provides assistance to students who meet the criteria for an Oglethorpe
Scholars Award. The award is based upon superior academic achievement, leader-
ship potential, and financial need.

Annual Scholarships

The BCES Foundation Urban Leadership Scholar: Funding is provided an-
nually for a sophomore, junior, or senior who is enrolled in the Rich Foundation
Urban Leadership Program.

The Chevron Freshman Scholar: Funding is provided annually by a gift
from Chevron U.S.A., Inc. and is awarded to a freshman who is a resident of
Georgia, with interest in mathematics or the sciences and demonstrated leader-
ship abilities.

First Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded
to a senior who is academically a superior student majoring in history. First Fami-
lies of Georgia is a society whose members are able to document their descent
from early settlers of the State of Georgia.

The Wilson P. Franklin Annual Scholar: Funding is awarded to a deserving
student. Mr. Franklin, class of 1939, established this scholarship with a gift in
1995.

The Mack A. Rikard Annual Scholar: Funds were established in 1990 by Mr.
Mack A. Rikard, class of 1937 and a former Trustee of the University, and are
awarded to able and deserving students who meet certain criteria. The criteria are
flexible, with consideration being given to a number of factors, including without
limitation academic achievement, leadership skills, potential for success, evidence
of propensity for hard work, and a conscientious application of abilities. Recipi-
ents must be individuals born in the United States of America and are encour-
aged, at such time in their business or professional careers when financial
circumstances permit, to provide from their own funds one or more additional
scholarships to worthy Oglethorpe students.

The Lettie Pate Whitehead Foundation Scholar: Grants have been made
annually for a number of years to Christian women from the Southeastern states
who are deserving and in need of financial assistance.

47

Student Emergency Loan Funds

The Olivia Luck King Student Loan Fund provides short-term loans to en-
rolled students from Georgia. Her husband, Mr. C. H. King of Marietta, Georgia,
established the fund in memory of Mrs. King. Mrs. King was a member of the
class of 1942, and Mr. King received his master's degree from Oglethorpe in 1936.

The David N. and Lutie P. Landers Revolving Loan Fund provides short-
term loans for needy and deserving students. The fund was established by a be-
quest from the estates of Mr. and Mrs. Landers of Atlanta.

The Steve Najjar Student Loan Fund provides short-term loans and financial
assistance to deserving Oglethorpe students. The fund was established in memory
of Mr. Najjar, who, with his aunt "Miss Sadie" Mansour, operated the Five Paces
Inn, a family business in the Buckhead section of Atlanta. The Five Paces Inn was
a popular establishment for Oglethorpe students for many years. A number of
Oglethorpe alumni, especially students in the late 50s and early 60s, established
this fund in Mr. Najjar's memory.

48

Tuition and Costs

Fees and Costs

The fees, costs, and dates listed below are for 2002-03. Financial information
for 2003-04 will be available in early 2003.

The tuition charged by Oglethorpe University represents only 63 percent of
the actual expense of educating each student, the balance coming from endow-
ment income, gifts, and other sources. Thus, every Oglethorpe undergraduate is
the beneficiary of a hidden scholarship. At the same time 90 percent of the stu-
dents are awarded additional financial assistance in the form of scholarships, grants,
and loans from private, governmental, or institutional sources.

The tuition is $9,495 per semester. Room and board (subject to size and loca-
tion) is $3,180 per semester. Students who desire single rooms are assessed $3,990
for room and board.

The tuition of $9,495 is applicable to all students taking 12-17 semester hours.
These are classified as full-time students. Students taking less than 12 semester
hours are referred to the section on Part-Time Fees. Students taking more than 17
hours during a semester are charged $295 for each additional hour. Payment of
tuition and fees is due three weeks prior to registration each semester. Failure to
make the necessary payments will result in the cancellation of the student's regis-
tration. Students receiving financial aid are required to pay the difference be-
tween the amount of their aid and the amount due by the deadline. Students and
parents desiring information about various payment options should request the
pamphlet "Payment Plans." New students who require on-campus housing for the
fall semester are required to submit an advance deposit of $300 of which $200 is a
damage deposit for the room and $100 is an advance deposit applied to student
fees. New commuting students are required to submit an advance deposit of $ 100.
Such deposits are not refundable. However, the deposit is credited to the student's
account for the fall semester.

Upon payment of the room and board fees, each student is covered by a Stu-
dent Accident and Sickness Insurance Plan. Coverage begins on the day of regis-
tration. Full-time students residing off campus may purchase this insurance for
$125 per year. International students, students participating in any intercollegiate
sport and students participating in intramural football or basketball are required
to have this medical coverage or its equivalent. (Insurance rates are subject to
change.)

In addition to tuition and room and board charges, students may be required
to subscribe to the following:

1. Damage Deposit: A $200 damage deposit is required of all resident stu-
dents. The damage deposit is refundable at the end of the academic year
after any charge for damages is deducted. Room keys and other Univer-
sity property must be returned and the required checkout procedure com-
pleted prior to issuance of damage deposit refunds. Students who begin
in the spring semester also must pay the $200 damage deposit.

2. Graduating Senior: Degree completion fee of $85.

3. Laboratory Fee: A $75 fee is assessed for each laboratory course taken.

4. Art Fee: A $55 fee is assessed on certain art courses. Courses requiring a
fee will be noted in the semester class schedule.

50

Full-Time Fees - 2002-03

Full-time on-campus student:

Fall, 2002 Spring, 2003

Tuition $9,495 Tuition $9,495

Room & Board 3,180 Room & Board 3,180

Damage Deposit 200 Damage Deposit

Activity Fee 50 Activity Fee 50

Technology Fee 125 Technology Fee 125

Health Services Fee 50 Health Services Fee 50

Advance Deposit 100

Full-time commuting student:

Fall, 2002 Spring, 2003

Tuition $9,495 Tuition $9,495

Activity Fee 50 Activity Fee 50

Technology Fee 125 Technology Fee 125

Health Services Fee 50 Health Services Fee 50

Advance Deposit 100

These schedules do not include the extra cost of single rooms, books and
supplies (approximately $600 per year), or travel and personal expense. All fees
are subject to change. Please inquire with the Business Office for a complete
Fee Schedule and for 2003-2004 fees.

Part-Time Fees - 2002-2003

Students enrolled part-time in day classes during the fall or spring semesters
will be charged $795 per credit hour. This rate is applicable to those students
taking 1 1 semester hours or less. Students taking 12 to 17 hours are classified full-
time. Please inquire with the Business Office for a complete Fee Schedule.

Institutional Refund Policy

The establishment of a refund policy is based on the University's commit-
ment to a fair and equitable refund of tuition and other charges assessed. While
the University advances this policy, it should not be interpreted as a policy of
convenience for students to take lightly their responsibility and their commitment
to the University. The University has demonstrated a commitment by admitting
and providing the necessary programs and expects students to reciprocate that
commitment.

If a student must withdraw from a course or from the University, an official
withdrawal form must be obtained from the Registrar's Office and correct proce-
dures followed. The date that will be used for calculation of a refund for with-
drawal or Drop/ Add will be the date on which the Registrar receives the official
form signed by all required personnel. All students must follow the procedures
for withdrawal and Drop/ Add in order to receive a refund. Students are reminded
that all changes in their academic programs must be cleared through the Regis-

51

trar; an arrangement with an instructor will not be recognized as an official change
of schedule.

The student withdrawing may receive the grade of withdrew passing (W),
withdrew failing (WF), or failure due to excessive absences (FA). This policy has
direct implications for students receiving benefits from the Veterans Administra-
tion and other federal agencies as these agencies must be notified when a student
withdraws or otherwise ceases to attend class. This may result in a decrease in
payments to the student. See Drop and Add and Withdrawal from the University
in the Academic Regulations and Policies section of this Bulletin.

Since the University does not retain the premium for insurance coverage, it
will not be refunded after registration day. Since room and board services are
consumed on a daily basis, during the period when tuition is to be refunded on a
100 percent basis, the room and board refund will be prorated on a daily basis.
After the 100 percent tuition refund period, room and board refunds revert to the
same schedule as tuition refunds. All other fees except the advanced deposit are
subject to the following refund schedule:*

Withdrawal/Changes in schedule by the official last day of Drop/ Add 100%

Withdrawal/Changes in schedule through 10th calendar day after Drop/ Add.. 75%
Withdrawal/Changes in schedule through 20th calendar day after Drop/ Add .. 50%
Withdrawal/Changes in schedule through 30th calendar day after Drop/ Add .. 25%
All tuition refunds will be processed each semester in accordance with appli-
cable regulations. Damage deposit refunds will be processed once a year at the
end of the spring semester.

* Specific dates set by the Business Office.

Return of Title IV Funds Policy

If a student completely withdraws from Oglethorpe University during the
first 60 percent of the payment period and has received federal student financial
assistance, the school must calculate the amount of federal funds the student "did
not earn." This process is required to determine if the school and/or the student
must return funds to the federal programs.

The percentage "not earned" is the complement of the percentage of federal
funds "earned." If a student withdraws completely before completing 60 percent
of the payment period, the percentage "earned" is equal to the percentage of the
payment period that was completed. If the student withdraws after completing 60
percent of the payment period, the percentage earned is 100 percent. If the stu-
dent has received more federal assistance than the calculated amount "earned,"
the school, or the student, or both, must return the unearned funds to the appro-
priate federal programs.

The school must return the lesser of: the amount of federal funds that the
student does not earn; or, the amount of institutional costs that the student in-
curred for the payment period multiplied by the percentage of funds "not earned."
The student must return (or repay, as appropriate) the remaining unearned fed-
eral funds. An exception is that students are not required to return 50 percent of
the grant assistance received that is their responsibility to repay.

It should be noted that the Institutional Refund Policy and the federal Re-
turn of Title IV Funds. Policy (R2T4) are separate and distinct. Students who

52

completely withdraw after Oglethorpe's refund period has passed and before the
60 percent point of the payment period may owe a balance to the University pre-
viously covered by federal aid. The withdrawal date used in the R2T4 calculation
varies depending on the individual student's situation. Students receiving fed-
eral assistance are advised to consult the Office of Financial Aid before initiating
the withdrawal process to see how these new regulations will affect their eligibil-
ity.

Student financial aid refunds must be distributed in the following order by
federal regulation:

1. Federal Unsubsidized Stafford Loans

2. Federal Subsidized Stafford Loans

3. Federal Perkins Loan Program

4. Federal PLUS loans

5. Federal Pell Grant Program

6. Federal SEOG Program

7. Other federal aid programs

Financial Obligations

A student who has not met all financial obligations to the University will not
be allowed to register for courses in subsequent academic sessions; he or she will
not be allowed to receive a degree from the University; and requests for tran-
scripts will not be honored.

Oglethorpe University retains the right to assess finance charges and/or late
fees when a student's account is past due. In the event a student defaults on
payment of his or her account, Oglethorpe retains the right to turn the account
over to a third-party collection agency. Any cost of collections will be the respon-
sibility of the student.

53

Student
Affairs

Leadership Development

Oglethorpe University seeks to prepare its students for roles of leadership in
society. Specific educational experiences are planned to help the student acquire
the skills of leadership.

Education for leadership must be based on the essential academic competen-
cies - reading, writing, speaking, and reasoning. Though widely neglected today
at all levels of education, these are the prerequisites for effective leadership. They
are the marks of an educated person. Oglethorpe insists that its students achieve
advanced proficiency in these skills. In addition, students are offered specific
preparation in the arts of leadership. Such arts include an appreciation of con-
structive values, the setting of goals, public speaking, human relations, and orga-
nizational skills.

This philosophy presents an excellent opportunity for the able young person
who is striving for a significant life, including leadership in the improvement of
community and society.

Orientation

Oglethorpe University wishes to provide each student with the opportunity
to make a successful adjustment to college life. Because the University community
takes pride in its tradition of close personal relationships, an orientation program
has been organized to foster the development of these relationships and provide
much needed information about the University.

Throughout orientation information is disseminated which acquaints students
with the academic program and the extracurricular life of the campus commu-
nity. One highlight is the performance of "Planet X," a student-written and di-
rected play, which introduces in an effective and entertaining way issues of health
and interpersonal relationships which face contemporary college students.

To supplement the student's orientation experience, the course Fresh Focus
is required for all entering first year students during the student's first semester.
For a description of Fresh Focus, please see the Educational Enrichment section
of this Bulletin.

International Student Services

The International Student Office, which is located in the Emerson Student
Center, exists to meet the needs of international students. Through a specially
designed orientation program and ongoing contacts, the new international stu-
dent is assisted in the process of adjustment to life at an American college. Special
tours, host family programs, and social occasions are available to ensure that stu-
dents can benefit fully from cross-cultural experiences. The International Student
Advisor helps students with questions related to their immigration status.

56

Housing and Meals

The residence halls are available to all full-time day students. There are single
gender and co-ed residence halls. Each area has live-in head residents and a staff
consisting of resident assistants.

All students living in the residence halls are required to participate in a Uni-
versity meal plan. Meals are served in the Emerson Student Center. Nineteen
meals are served each week and four different meal plan options are available.
Three of these options include flex dollars which may be used at the snack bar in
the lower level of the student center or in the Oglethorpe Cafe in Goodman Hall.
No breakfast is served on Saturday or Sunday. Instead, a brunch is served from
mid-morning until early afternoon. An evening meal is also served on these days.

In addition to the residence halls there are six Greek cottages which house
some members of four fraternities and two sororities.

Health Services

The Center for Counseling and Health Services is staffed by a registered nurse,
a part-time clinic physician, and a licensed psychologist. The center operates on a
regular schedule during weekdays when classes are in session and provides basic
first aid and limited medical assistance for students.

In the event additional or major medical care is required, or for emergencies,
the student-patient will be referred to medical specialists and hospitals in the area
with which the health service maintains a working relationship.

When it is determined that a student's physical or emotional health is detri-
mental to his or her academic studies, group-living situation, or other relation-
ships at the University or in the community, the student will be required to withdraw.
Readmission to the University will be contingent upon acceptable verification that
the student is ready to return. The final decision will rest with the University.

All resident students subscribe to a Student Accident and Sickness Insurance
Plan provided through the University. Full-time students living off campus may
purchase this insurance. International students and students participating in all
intercollegiate sports and intramural football are required to enroll in the Insur-
ance Plan or have equivalent coverage. A brochure is available at the Center for
Counseling and Health Services that describes the coverage provided by the plan.

Counseling and Personal Development

Counseling and referrals for professional services are available to students
experiencing a variety of personal or social problems. The Center for Counseling
and health Services, staffed by a licensed psychologist and assistants, offers indi-
vidual and group therapy. Special outreach and consultation programs are con-
ducted on campus to provide information and promote development in leadership
skills, interpersonal relationships, sexual abuse, eating disorders, and substance
use, among others. The center also offers assistance to students encountering
academic difficulties. Time management, test anxiety and stress reduction, and
study skills are programs designed to tackle such issues.

57

Student Rights and Responsibilities

Students of Oglethorpe University have specific rights and responsibilities.
Among the rights are the right to freedom of expression and peaceful assembly,
the right to the presumption of innocence and procedural fairness in the admin-
istration of discipline, and the right of access to personal records.

As members of the Oglethorpe community, students have the responsibility
to maintain high standards of conduct. They should respect the privacy and feel-
ings of others and the property of both students and the University. Students are
expected to display behavior that is not disruptive of campus life or the surround-
ing community. They represent the University off campus and are expected to act
in a law-abiding and mature fashion. Those whose actions show that they have not
accepted this responsibility may be subject to disciplinary action as set forth in the
University's student handbook, The Book.

The O Book

The O Book is the student's guide to Oglethorpe University. It contains thor-
ough information on the history, customs, traditional events, and services of the
University, as well as University regulations. It also contains the full texts of the
Oglethorpe University Honor Code, the E-mail and Computer Use Policy and the
Constitution of the Oglethorpe Student Association. This handbook outlines the
policies for recognition, membership eligibility, and leadership positions for cam-
pus student organizations and publications.

Student Role in Institutional Decision Making

Student opinions and views play a significant role in institutional decisions
affecting their interests and welfare. A comprehensive standardized student opin-
ion survey is administered to students annually. In addition there is the Core Sur-
vey administered in core courses, as well as the Course Assessment in all courses
and the Advising Assessment which all students are asked to complete. Students
serve on key academic committees such as the Commencement Committee, the
Core Curriculum Committee, the Experiential Education Committee, the Round
Tables Oversight Committee, the University Program Committee and the Teacher
Education Council.

Particularly important is the role of elected student government representa-
tives in this process. The president along with selected other officers of the
Oglethorpe Student Association meet several times each semester with the
University's senior staff to discuss a broad range of issues of concern to the stu-
dent body. At least twice each year student government representatives meet with
the Campus Life Committee of the Board of Trustees. In addition, the Oglethorpe
Student Association collaborates with the President of the University and the se-
nior staff in sponsoring periodic "town meetings" to which all interested students
are invited.

58

Oglethorpe Student Association

The Oglethorpe Student Association is the guiding body for student life at
Oglethorpe University. The O.S.A. consists of three elected bodies: an executive
council, composed of a president, two vice presidents, parliamentarian, secretary,
treasurer, and presidents of the four classes; the senate, chaired by a vice presi-
dent, and composed of four senators from each class; and, the programming board,
chaired by a vice president and composed of the freshman class president, one
senator from each class, and three elected representatives from each class. All
three bodies meet regularly and the meetings are open to the public. The O.S.A.
administers a student activity fee that is assessed to all full-time day students. Ad-
ditional information can be obtained from the O.S.A. Office or the Student Cen-
ter Office located on the lower level of the Emerson Student Center. The address
is Oglethorpe Student Association, 3000 Woodrow Way, N.E., Atlanta, GA 30319-
2797.

Student Organizations

Valuable educational experience may be gained through active participation
in approved campus activities and organizations. All students are encouraged to
participate in one or more organizations to the extent that such involvement does
not deter them from high academic achievement. Students are encouraged espe-
cially to join professional organizations associated with their interests and goals.

Eligibility for membership in student organizations is limited to currently
enrolled students. To serve as an officer of an organization, a student must be
enrolled full time and may not be on academic or disciplinary probation.

Recognized Student Organizations

Accounting Society OAT - Oglethorpe Academic Team
Alpha Chi - National Academic Honorary Oglethorpe Ambassadors

Alpha Phi Omega - National Service Oglethorpe Athletes' Council

Fraternity Oglethorpe Christian Fellowship

Alpha Psi Omega - Drama Honorary Oglethorpe Dancers

Amnesty International Oglethorpe YAD -Jewish Student
Beta Omicron Sigma - Business Honorary Organization

Black Student Caucus Omicron Delta Kappa - National
Catholic Student Association Leadership Honorary

Le Cercle Francais - French Club Order of Omega - Greek Honor
Chi Alpha Sigma - National College Society

Athlete Honor Society OU Lark - Role Playing Club

Circle K OUTlet - Students Against
College Democrats Homophobia

College Republicans Panhellenic Council

ECOS - Environmentally Concerned Phi A | pha Theta _ National History

Oglethorpe Students Honorary

Executive Round Table Phi Beta Deka _ Honor Society for
Feminist Majority Alliance International Scholars

International Club Phi Delta Epsilon - International
Interfraternity Council Medical Society

59

Phi Eta Sigma - Freshman Academic Sigma Zeta - National Science

Honorary Honorary

The Playmakers - Oglethorpe Spanish Cluh

University Theatre Thalian Society - Philosophical

Planet X - Issue-Oriented Drama Group Discussion Group

Psi Chi - National Psychology The Stormy Petrel - Student

Honorary Newspaper

Psychology Club The Tower - Literary Magazine

Rendezvous The Yamacraw - Yearbook

Rho Lambda - Panhellenic Honorary University Chorale

Sigma Pi Sigma - National Physics University Singers

Honorary WJTL - Radio Station
Sigma Tau Delta - National English

Honorary

Fraternities and Sororities

The Greek community at Oglethorpe is made up of four fraternities and three
sororities. The fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and
Sigma Alpha Epsilon. The sororities are Alpha Sigma Tau, Chi Omega, and Sigma
Sigma Sigma.

These organizations contribute positively to campus life by providing a vari-
ety of leadership, service, and social opportunities for students. Currently, 30 per-
cent of the students at Oglethorpe are members of a fraternity or sorority.
Membership in these organizations is voluntary and subject to guidelines estab-
lished by the Interfraternity Council, the Panhellenic Council, and the Assistant
Director for Residential Services and Greek Affairs. The fraternity and sorority
recruitment process takes place early in the fall semester.

Athletics

At Oglethorpe University the students who participate in intercollegiate ath-
letic competition are considered to be students first and athletes second. The Uni-
versity is an active member of the Southern Collegiate Athletic Conference (SCAC)
and Division III of the National Collegiate Athletic Association (NCAA). Mem-
bers of Division III may not award financial aid (other than academic honor awards)
to any student-athlete, except upon a showing of financial need by the recipient.
Oglethorpe provides a program of Oglethorpe Scholars Awards, which is described
in the Financial Assistance section of this Bulletin. Many students who are inter-
ested in sports and are superior academically do qualify for this form of assis-
tance.

The University offers intercollegiate competition in basketball, baseball, soc-
cer, cross-country, tennis, golf, and track and field for men; and in soccer, basket-
ball, volleyball, cross-country, tennis, golf, and track and field for women. The
Stormy Petrels compete against other SCAC schools, including Trinity University,
Millsaps College, Rhodes College, The University of the South, Southwestern Uni-
versity, Hendrix College, Centre College, DePauw University, and Rose-Hulman
Institute of Technology. The Petrels also challenge teams from schools outside the
SCAC, such as Emory University and Washington and Lee University.

60

Intramural and Recreational Sports

In addition to intercollegiate competition, an array of intramural and recre-
ational sports is offered. There are opportunities for all students to participate in
physically and intellectually stimulating activities. Four competitive team sport
seasons are offered in which men and women can compete in flag football, volley-
ball, basketball, and ultimate frisbee. There are also several short seasons or tour-
naments in soccer, softball, and sand volleyball. In addition, aerobics, weight
training, and dance classes are also offered at the Steve Schmidt Sport & Recre-
ation Center.

Cultural Opportunities on Campus

There are numerous cultural opportunities for students outside the classroom.
The University Program Committee sponsors concerts, theatrical productions, and
lectures by visiting scholars. The Mack A. Rikard lectures expose students to lead-
ers in business and other professions. The University Singers perform several times
during the year, including seasonal events, often featuring guest artists. The
Oglethorpe University Museum of Art, on the third floor of Philip Weltner Li-
brary, sponsors exhibitions as well as lectures on associated subjects and occa-
sional concerts in the museum. The Playmakers, Oglethorpe University Theatre,
also stage four productions each year in the Conant Performing Arts Center. Two
annual events, the Oglethorpe Night of the Arts and International Night, provide
a showcase for campus talent. The former presents student literary, musical, and
visual arts talent. The latter features international cuisine and entertainment. The
Georgia Shakespeare Festival, which takes place on campus during the summer, as
well as in the fall, is also a valuable cultural asset to the Oglethorpe community.

Opportunities in Atlanta

Oglethorpe is located eight miles from downtown Atlanta and just two miles
from the city's largest shopping center. A nearby rapid transit station makes trans-
portation quick and efficient. This proximity to the Southeast's most vibrant city
offers students a great variety of cultural and entertainment opportunities. There
are numerous excellent restaurants and clubs in nearby Buckhead. Downtown
Atlanta offers major league professional baseball, football, ice hockey, and basket-
ball to sports fans as well as frequent popular concerts. The Atlanta Symphony
Orchestra performs from September through May in the Woodruff Arts Center.
The Atlanta Ballet and the Atlanta Opera perform periodically at the Fox Theater
which also presents musical theater and various concerts. The Alliance Theatre
Company and many smaller companies present productions of contemporary and
classical plays. The High Museum of Art hosts major-traveling exhibitions in addi-
tion to its permanent collection. The Office of Student Affairs sponsors a series
of field trips called AtlantOUrs to museums, theater and dance programs, and
places of cultural and historical interest in the metropolitan Atlanta area.

61

Policy on Discriminatory and Sexual Harassment

Oglethorpe University places a high value on the dignity of the individual, an
appreciation for human diversity, and an appropriate decorum for members of
the campus community. Harassing behavior can seriously interfere with the work
or study performance of the individual to whom it is addressed. It is indefensible
when it makes the work, study or living environment hostile, intimidating, injuri-
ous or demeaning.

It is the policy of the University that students and employees be able to work,
study, participate in activities and live in a campus community free of unwar-
ranted harassment in the form of oral, written, graphic or physical conduct which
personally frightens, intimidates, injures or demeans another individual. Discrimi-
natory harassment directed against an individual or group that is based on race,
gender, religious belief, color, sexual orientation, national origin, disability or age
is prohibited. Discriminatory harassment is defined as unwelcome oral, written,
or physical conduct directed at the characteristics of a person or group such as
negative name calling and imitating mannerisms, slurs, graffiti, or the physical
act of aggression or assault upon another which interferes with the individual's
employment or education, or creates an intimidating, hostile or offensive employ-
ment or educational environment.

In addition, sexual harassment of a student by another student, of a student
by an employee, of an employee by a student, or of an employee by another em-
ployee will not be tolerated and is prohibited. Any unwelcome sexual advance,
requests for sexual favors, verbal or physical conduct of a sexual nature, or any
verbal conduct that might be construed as a sexual slur that: 1) interferes with
performance or creates a hostile, offensive, or intimidating environment and/or
2) is an expressed or implied condition imposed by a faculty member for evalua-
tion or grading a student, or by an employee for evaluating job performance or
advancement of a subordinate or colleague, will be viewed as misconduct.

Grievance Procedures

Oglethorpe University has adopted an internal grievance procedure provid-
ing for the prompt and equitable resolution of complaints alleging any action
prohibited by regulations under Title VI, Title VII, Title IX, Section 504, the Age
Discrimination Act, and the Americans with Disabilities Act. The following Uni-
versity officials have been designated to respond to allegations regarding viola-
tion of any of these regulations: the Vice President for Student Affairs (Dr. Artie
L. Travis, Emerson Student Center, 404-364-8335), the Provost (Dr. Christopher
Ames, Lupton Hall, 404-364-8317), the Associate Dean for Administration (Ms.
Linda W. Bucki, Lupton Hall, 404-364-8325), or the University Psychologist and
Director of the Counseling Center (Dr. Bonnie L. Kessler, Emerson Student Cen-
ter, 404-364-8456).

Complaints alleging misconduct as defined in this policy on discriminatory
and sexual harassment should be reported within 90 days of the alleged offense.
Complainants may seek informal or formal resolution. All complainants must
complete a written Discriminatory Harassment Incident Report which may be ob-
tained from any of the aforementioned officials.

Complainants are encouraged to explore informal resolution before filing a
formal complaint. Informal resolution focuses on communication, education,

62

and resolution while formal procedures focus on investigation and discipline.
Informal complaints will be resolved within 15 working days with a written resolu-
tion given to each of the parties involved. If the situation results in an impasse,
the complainant will be given a notice of impasse within 15 working days from the
filing of the incident. If a notice of impasse is given and the complainant wishes to
file a formal written complaint, the complainant must do so within 30 working
days of the date of notice of impasse unless a waiver in filing time is requested.

When a formal complaint is filed an investigation will be initiated. The al-
leged harasser will be given 10 days to provide a signed response to the requesting
official. A copy will be provided to the complainant. If the alleged harasser fails
to respond, the presumption will be made that the allegation(s) in the complaint
are true. A written determination will be issued to the complainant within 60
working days of the receipt of the formal written complaint. If the procedure
requires an extension of time, the complainant will be informed in writing of the
reasons, the status of the investigation, and the probable date of completion.

If the complainant disputes the findings or is dissatisfied with the recommen-
dations, the complainant may request reconsideration of the case to the president,
Larry D. Large, in writing within 45 working days of receipt of the written deter-
mination. Complainants also have the right to file with the appropriate state or
federal authorities under Title VI, Title VII, Title IX, Section 504, the Age Dis-
crimination Act, and Americans with Disabilities Act.

Cases that may require disciplinary action will be handled according to the
established discipline procedures of the University. Student organizations in vio-
lation of this policy may be subject to the loss of University recognition. Com-
plainants shall be protected from unfair retribution.

Nothing in this policy statement is intended to infringe on the individual
rights, freedom of speech, or academic freedom provided to members of the
Oglethorpe community. The scholarly, educational, or artistic content of any writ-
ten or oral presentation or inquiry shall not be limited by this policy. Accordingly,
this provision will be liberally construed but should not be used as a pretext for
violation of the policy.

Honors and Awards

These awards are presented at Commencement or at Honors and Awards
Convocation:

Donald C. Agnew Award for Distinguished Service: This award is presented
annually by the members of the Oglethorpe Student Association and is chosen by
that body to honor the person who, in their opinion, has given distinguished
service to the University. Dr. Agnew served as President of Oglethorpe University
from 1957 to 1964.

Alpha Chi Award: This is an annual award made to the member of the sopho-
more class who best exemplifies the ideals of Alpha Chi in scholarship, leader-
ship, character, and service.

Alpha Phi Omega Service Award: This award is presented by Alpha Phi Omega
fraternity to the student, faculty, or staff member who best exemplifies the
organization's three-fold purposes of leadership, friendship, and service.

Alpha Psi Omega Rookie Award: This award is presented annually to the
outstanding new member of The Playmakers.

63

Art Awards of Merit: These are presented to students who have displayed
excellence in photography, sculpture, painting and drawing.

Leo Bilancio Award: This award, created in memory of Professor Leo Bilancio,
a member of the Oglethorpe history faculty from 1958 to 1989, was established by
the Oglethorpe Student Association and is presented to a graduating senior who
has been an outstanding student of history.

Mary Whiton Calkins and Margaret Floy Washburn Awards: Outstanding
seniors majoring in psychology are honored with these awards.

Chiaroscuro Juried Art Show Awards: These awards are presented to the
artists who submit the best drawings, sculpture, photographs, and paintings to the
annual student art show sponsored by Chiaroscuro, a club that supports the arts
on campus.

Deans' Award for Outstanding Achievement: This award is presented annu-
ally to a campus club, organization, or society which, in the opinion of the Vice
President for Student Affairs and the Provost, has contributed most to University
life.

Financial Executives Institute Award: This award is presented annually by
the Atlanta Chapter of The Financial Executives Institute to students who have
demonstrated leadership, superior academic performance, and potential for suc-
cess in business administration.

Georgia Society of Certified Public Accountants Certificate of Academic
Excellence: This award is presented annually to the accounting major who has the
highest overall grade-point average.

Intramural Sports Awards: These awards are presented to the leading teams
and individual athletes in men's and women's intramural competition.

Sidney Lanier Prize: This award is given yearly to the student, or students,
submitting excellent poetry to campus publications.

LeConte Award: The most outstanding student graduating with a major in
one of the natural sciences or mathematics, as determined by the faculty in the
Division of Natural Sciences, is recognized with this award.

Leader in Action Award: The Leader in Action Award is presented to the
student who best exemplifies the ideals of the Rich Foundation Urban Leadership
Program.

Charles M. MacConnell Award: This award honors a former member of the
faculty and is presented by the sophomore class to the senior who, in the judg-
ment of the class, has participated in many phases of campus life without having
received full recognition.

Metropolitan Atlanta Phi Beta Kappa Alumni Association Award: This award
is given to the outstanding graduating senior in the Honors Program.

The James Edward Oglethorpe Awards: Commonly called the "Oglethorpe
Cups," these are presented annually to the man and woman in the graduating
class who, in the opinion of the faculty, have excelled in both scholarship and
service.

Oglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee Vonk,
wife of former President Paul Vonk, and is an honor that is bestowed upon a
freshman, sophomore, or junior who presents the best written work to The Tower
for competition.

Omicron Delta Kappa Emerging Leader Award: This award is made by Omi-
cron Delta Kappa to the student in the freshman class who most fully exemplifies
the ideals of this organization.

64

Order of Omega Outstanding Sophomore Award: This award is presented by
the Order of Omega, a national Greek honor society, to the sophomore who best
exemplifies the principles of Greek life.

Outstanding Male and Female Varsity Athletes of the Year Award: These
awards are made annually to the outstanding male and female students participat-
ing in varsity sports.

Outstanding Teacher Certification Student, Outstanding Teacher Educa-
tion Senior, and Outstanding Graduate Education Student Awards: The outstand-
ing education student in each category is honored with an award.

Outstanding Improvement in French Studies: This award honors the student
who demonstrates excellence and dedication in French studies.

Outstanding Politics Senior Award: This award is given annually to the gradu-
ating senior who, in the judgment of the faculty, does the most sophisticated work
in upper-level classes within the discipline.

Outstanding Sociology Senior Award: The outstanding senior majoring in
sociology is honored with this award.

Pattillo Leadership Award: The President of the University presents this prize
to a graduating student who has excelled in leadership accomplishments. The
award is named for a former President of Oglethorpe University, Manning M.
Pattillo, Jr.

Phi Beta Kappa Faculty Group Award: This award is presented by the faculty
and staff members of Phi Beta Kappa to the graduating student who, in their
judgment, has demonstrated outstanding scholarly qualities.

Phi Eta Sigma Freshman Scholarship Award: This award is presented annu-
ally to the full-time freshman student with the highest grade-point average by Phi
Eta Sigma, a national scholastic honor society for freshmen.

Publications Awards: Notable contributors to The Tower, The Stormy Petrel and
The Yamacraw are recognized with these awards.

Resident Assistant of the Year: This award is presented annually to an exem-
plary student who organizes outstanding educational and social programs for dor-
mitory residents and builds a sense of community in the residence halls.

Anne Rivers Siddons Award: This award is given each year to the graduating
senior majoring in English who is judged to have written the best piece of short
fiction.

University Singers Awards: These awards are presented annually to students
who have exhibited excellence in the performance of choral music.

Charles Longstreet Weltner Award: Sponsored by the Stormy Petrel Bar As-
sociation in honor of Chief Justice Charles L. Weltner, class of 1948, this award is
presented annually to a student who demonstrates analytical and persuasive skills
and an appreciation for the elements of civic leadership, as determined through a
competitive essay and interview process.

Sally Hull Weltner Award for Scholarship: This award is presented to the
student in the graduating class who has the highest grade-point average on work
completed at Oglethorpe among the students graduating with academic honors.

Who's Who in American Colleges and Universities: This honor is given in rec-
ognition of the merit and accomplishments of students who are formally recom-
mended by a committee of students, faculty, and administrators, and who meet
the requirements of the publication Who's Who Among Students in American Colleges
and Universities.

65

Academic Regulations
and Policies

Academic Advising

Each student consults with a member of the faculty in preparing course sched-
ules, discussing completion of degree requirements and post-graduation plans,
and inquiring about any other academic matter. The student's advisor in the first
year is the instructor of the Fresh Focus section, which the student has selected
prior to initial enrollment. The faculty advisor is each student's primary point of
contact with the University.

To change advisors a student must complete the following procedural steps:

1. Ask the proposed "new" faculty advisor for permission to be added to
the faculty member's advisee list.

2. Ask the current advisor to send the student file to the faculty member
who has agreed to be the student's new advisor.

3. Ascertain that the new advisor has received the file and has sent an Ad
visor Change notice to the Registrar's Office.

This is the only method for changing academic advisors.

When the student decides or changes a major field, he or she should change
advisors, if necessary, to a faculty member who has teaching responsibilities in
that major field.

Preregistration and Registration

Schedule planning and course selection for all students is done online in
consultation with each student's academic advisor. New students select courses
with their faculty advisor during the official registration period that precedes the
first day of classes. Returning students should make appointments to consult with
their academic advisors for course selection during preregistration week - in No-
vember for the following spring semester and in April for the following summer
sessions and fall semester.

Full-time students wishing to participate in the Atlanta Regional Consortium
for Higher Education Cross Registration program (see Cross Registration below)
also should select courses during the preregistration weeks.

Cross Registration

Oglethorpe University is a member of the Atlanta Regional Consortium for
Higher Education, a consortium of the 21 institutions of higher education in the
greater Atlanta area. Through the Consortium, full-time Oglethorpe students may
enroll on a space-available basis in courses at any other member institution. The
student need not be admitted to the other institution and completes all proce-
dures, including payment of tuition, at Oglethorpe. Because of institutional dead-
lines, students should complete forms for cross registration during Oglethorpe's
designated preregistration week.

Courses taken at Consortium institutions on a cross-registration basis count
as Oglethorpe courses for residence requirements. While grades earned through
consortium courses are not tabulated in grade-point averages, courses with grades
of "C" or higher count toward graduation requirements.

Interested students should consult the Registrar for program details.

68

Drop and Add

Students who find it necessary to change their schedule by dropping or
adding courses must do so by completing a Drop/ Add form from the Registrar's
Office. This form must be returned to the Registrar's Office during the Drop/
Add period as printed in the semester class schedule.

Withdrawal from a Course

From the conclusion of the Drop/ Add period through mid-semester or the
middle of a summer session, changes in schedule constitute a withdrawal. The
academic advisor, the instructor, and the Office of Financial Aid must approve
withdrawals on the appropriate form from the Registrar's Office. The instructor
may issue one of the following grades: Withdrew Passing (W) or Withdrew Failing
(WF).

After mid-semester the grade "WF" is assigned. Only in the case of prolonged
illness (a physician's letter must be submitted directly to the Registrar's Office)
will a "W" be assigned.

Students should note that any change of academic schedule is not official
until it is filed in the Registrar's Office. The date the change is received in the
Registrar's Office will be the official date for the change.

If a student misses six consecutive class days in any course, the instructor will
notify the Registrar's Office and it will be assumed that the student has unoffi-
cially withdrawn from the course. This does not eliminate the student's responsi-
bility stated above concerning official procedure for withdrawal. The student may
receive the grade of "W," "WF," or "FA" - failure due to excessive absences.

Please see Institutional Refund Policy in the Tuition and Costs section of
this Bulletin.

Withdrawal from the University

Students who must withdraw from the University during a semester are re-
quired to complete the appropriate withdrawal form, which is available in the
Registrar's Office. The instructors, depending upon the student's academic
progress in those courses will assign the grade "W" or "WF"; the Office of Finan-
cial Aid must also sign approval. The date the completed withdrawal form is
submitted to the Registrar will be the official date for withdrawal.

In the case of an emergency departure from the campus for which withdrawal
forms have not been executed, the Registrar's Office may verify that the student
has left campus as a result of an emergency and notify instructors. Instructors may
elect to assign a "W" in such a case even if it occurs after mid-semester or midsession.

69

Class Attendance

Regular attendance at class sessions, laboratories, examinations, and official
University convocations is an obligation which all students are expected to fulfill.
Faculty members set attendance policies in their course syllabi.

Grading

Faculty members submit mid-semester reports to the Registrar's Office on
class rolls indicating Satisfactory or Unsatisfactory (S or U). These mid-semester
reports are not part of the student's permanent record.

Faculty members submit letter grades at the end of each semester. These
grades become part of the student's official record. Once entered, a grade may
not be changed except by means of an officially executed Change of Grade form.

A student's cumulative grade-point average (GPA) is calculated by dividing
the number of semester hours of work the student has attempted at Oglethorpe
into the total number of quality points earned.

The letter grades used at Oglethorpe are defined as follows:

Quality

Numerical

Grade

Meaning

Points

Equivalent

A

Superior

4.0

93-100

A-

3.7

90-92

B+

3.3

87-89

B

Good

3.0

83-86

B-

2.7

80-82

C+

2.3

77-79

C

Satisfactory

2.0

73-76

c-

1.7

70-72

D+

1.3

67-69

D

Passing

1.0

60-66

F

Failure

().()

59 and below

FA

Failure: Excessive Abse

nces*

W

Withdrew**

WF

Withdrew Failing*

WX

Grade Withdrawn/ Freshman

Forgiveness Policy (see

below)

I

Incomplete***

s

Satisfactory* * * *

o

70 or higher

u

Unsatisfactory*

AU

Audit (no credit)

Notes: *

Grade has same effect as an "F" on the GPA.
Grade has no effect on the GPA; no credit awarded.
Grade has same effect as an "F" on the GPA. If a stu-

70

dent is unable to complete the work for a course on
time for reasons of health, family tragedy, or other cir-
cumstances the instructor deems appropriate, the
grade'T' may be assigned. If the student completes the
work within 30 days of the last day of final examina-
tions (of the semester in question), the instructor will
evaluate the work and turn in a revised grade. Any "I"
not changed by the professor within 45 days of the last
day of final examinations will automatically be changed
to a grade of "F."
**** - Grade has no effect on the GPA; credit is awarded.

Only work completed at Oglethorpe is reflected in the Oglethorpe GPA.

Good Academic Standing, Probation, and
Academic Dismissal

To be in good academic standing students must achieve the cumulative grade-
point averages specified below in relation to the number of semester hours they
have completed.

Cumulative GPA Required
Semester Hours Completed for Good Standing

0-35 1.50

36-64 1.75

65 and above 2.00

Students who fail to achieve good standing are placed on probation.

Students who do not achieve good standing for two consecutive semesters
(poor performance in summer sessions excluded) are subject to dismissal from
the University for academic reasons. However, successful completion of summer
classes taken at Oglethorpe may be used to achieve good academic standing.

New students, freshmen, or transfer students who fail all courses during their
first semester at Oglethorpe are subject to dismissal, unless the student received a
"W" in all courses or had to withdraw from all courses for medical reasons.

Students who have been dismissed for academic reasons may be readmitted
after an absence of one spring or fall semester upon petition to the Provost. Stu-
dents readmitted by petition must achieve good standing by the end of their sec-
ond semester as readmitted students or be subject to permanent dismissal.

Repetition of Courses

Courses may be repeated only if an unsatisfactory grade ("D," "F," "FA," or
"WF") was received in the course. When a course is repeated, both grades are
calculated into the student's grade-point average, but no additional semester hours
of credit are earned.

71

Freshman Forgiveness Policy

Beginning in Fall Semester 2001, during a student's freshman and sopho-
more years at Oglethorpe, a single "F" per semester will be removed from the
student's transcript if in the following semester the student earns a 2.0 grade-
point average. For purposes of this policy, a semester is defined as 12 or more
semester hours at Oglethorpe. A form requesting removal of the "F" may be
obtained from the Registrar's Office. It must be signed and approved by the
student's academic advisor and returned to the Registrar.

Course Substitutions

Requests for course substitutions for students with documented disabilities
are handled on a case-by-case basis. The Learning Resources Director or the Asso-
ciate Dean for Administration will present the student's request to the Academic
Program Committee. The petition should state the specific accommodation re-
quested and a rationale. The petition must be presented to the Committee no
later than the last regular meeting of the semester prior to when the course would
be taken. See Learning Resources Center in the Educational Enrichment section
of this Bulletin.

Satisfactory/Unsatisfactory Option

After 32 semester hours are earned at Oglethorpe a student in good academic
standing may register to take two courses (in addition to internships and Science
Seminar) on a Satisfactory/Unsatisfactory basis. These courses cannot be taken in
the same semester and cannot be used to satisfy proficiency requirements, core
requirements, or the student's major or minor. The student must register for the
Satisfactory/Unsatisfactory designation by the end of the Drop/ Add period after
which the Satisfactory/Unsatisfactory designation cannot be changed. Satisfac-
tory is defined as a "C-" or better.

Final Examinations

Final examinations, up to four hours in length, generally are given in courses
at the end of each semester or session. The Final Examination Schedule is made
up in the Registrar's Office and is printed in each semester's Schedule of Classes.
(Final examinations in the summer are held on the last day of each session.) Final
examinations must be given at the assigned date and time.

No final examinations may be administered during the last scheduled class
meeting of the semester or during the reading period prior to the first day of
scheduled final examinations. If special arrangements are needed for individual
students, faculty members must inform their Division Chair. (Regular course tests
may not be given on the last day of classes or be scheduled on the reading day.)

No student help is to be used for typing or grading examinations.

72

Grade Appeal Policy

If a student believes that a course grade has been assigned in a capricious or
prejudicial manner, he or she may appeal the grade through the following steps.

1. The student submits a written appeal to the instructor clearly stating the
reasons for believing that the grade was assigned in a capricious or preju-
dicial manner.

2. The instructor changes the grade or replies in writing, explaining why the
extant grade is appropriate.

3. If the student is not satisfied with the explanation, he or she may submit
the written appeal and response to the appropriate Division Chair, who
asks two faculty members with suitable experience in appropriate disci-
plines to serve with the Division Chair as a ruling committee. If the in-
structor is a Division Chair, the senior faculty member in the Division will
serve in place of the Chair. The ruling committee receives all written
materials relevant to the case and may request additional information. If
the ruling committee rules in favor of the instructor, written notification
is given both to the instructor and to the student and there is no further
appeal. If the committee rules in favor of the student, the Chair advises
the instructor to reconsider the grade. If the instructor refuses to change
the grade, the ruling committee may submit a written recommendation
for a grade change to the Provost, whose final decision will be based on a
review of the materials that have been submitted and the process that has
been followed.

The entire process must be initiated within 30 days of the first day of classes
in the semester immediately following the assignment of the grade and must be
completed by the end of that semester.

Auditing Courses

Regularly admitted Oglethorpe students may register for courses on an "au-
dit" basis. A student who audits a course may attend it for enrichment but is not
required to take course examinations or complete other course requirements. In
order to audit a course, an admitted student must request an Audit form from the
Registrar's Office and submit it to the instructor of the course he or she intends to
audit. If the class is not closed, the instructor may accept the student as an audit by
returning the signed form to the Registrar's Office. The grade awarded for a class
taken on an audit basis is "AU," and no credits or quality points are earned.

Students may register to take courses on an audit basis only during the nor-
mal time for dropping and adding courses. The fees for auditing courses are pub-
lished by the Business Office.

Dean's List

Students who earn a semester grade-point average of 3.5 or higher carrying
12 semester hours or more during the fall or spring semester, or during the sum-
mer sessions, are placed on the Dean's Academic Honors List.

73

Graduation Requirements

To earn a baccalaureate degree from the University the following require-
ments must be met:

1. Completion of a minimum of 128 semester hours and a cumulative grade-
point average of 2.0 or higher on Oglethorpe course work. No more than
four semester hours earned in Seminar for Student Tutors or Team Teach-
ing for Critical Thinking are permitted to count toward the 128-semester
hour requirement. (Students who entered prior to fall 1998 must have
completed a minimum of 120 semester hours.)

2. Completion at Oglethorpe of 32 of the last 64 semester hours of course
credit immediately preceding graduation. Courses taken at University
Center institutions on a cross-registration basis count as Oglethorpe
courses for the purpose of meeting this residency requirement.

3. Satisfaction of core requirements and major field or dual degree require-
ments (see appropriate disciplinary headings for descriptions).

4. Submission of an application for graduation to the Registrar's Office by
mid-October prior to completion of degree requirements the following
December, May, or August.

5. Satisfaction of all financial and other obligations to the University and
payment of a degree completion fee.

6. Participation in assessments of competencies gained and curricular effec-
tiveness by completing standardized or other tests and surveys.

7. Formal faculty and Board of Trustees approval for graduation.

Graduation Exercises

Graduation exercises are held once a year at the close of the spring semester
in May. Diplomas are awarded at the close of the spring semester during com-
mencement and at the close of the summer session. Students completing require-
ments at the end of summer or fall are encouraged to participate in the following
spring graduation exercises.

Degrees with Latin Academic Honors

Undergraduate degrees with Latin academic honors are awarded as follows:
cum laude for a cumulative grade-point average of 3.5 or higher; magna cum laude
for 3.7 or higher; and summa cum laude for 3.9 or higher. To be eligible for Latin
academic honors, students entering fall 1998 or thereafter must have completed
68 or more semester hours in residence at Oglethorpe. Students entering prior to
fall 1998 must have completed 65 semester hours in residence at Oglethorpe to be
considered for Latin academic honors.

Transfer work is not included in the determination for Latin academic honors.

74

Degrees with Honors Thesis

Please see the Honors Program in the Educational Enrichment section of this
Bulletin.

Double Major Policy

A student may earn a double major subject to the following conditions:

1. The student must meet all requirements of both majors.

2. The student may count no more than three of the courses taken to meet
the major requirements of one of the fields toward meeting the major
requirements of the other field.

3. The transcript will list both majors. In case both majors result in the
same degree, that degree will be awarded.

4. In case the two majors result in different degrees, the student will receive
only one degree, that being the student's choice of the two degree desig-
nations.

Earning a Second Add-On Major

Students who have been awarded an Oglethorpe baccalaureate degree may
return to earn a second major within that degree at the University. Upon comple-
tion of the requirements, the second major will be entered on the student's record
and transcript. No diploma will be awarded when the second major is within the
degree already awarded. The requirements are:

1. Completion of an additional 32 semester hours of which a minimum of
16 must be completed at Oglethorpe.

2. Maintenance of a 2.0 or higher cumulative grade-point average.

3. Completion of a major other than the major(s) completed at the time the
first degree was awarded, subject to the first two conditions listed above
under the Double Major Policy.

Earning a Second Baccalaureate Degree

Students who have completed a baccalaureate degree may be awarded a sec-
ond and different baccalaureate degree. Upon completion of the requirements,
the student's record and transcript will reflect the conferring of a second degree
and a diploma will be awarded.

For students who earned their first baccalaureate degree at Oglethorpe, the
same requirements listed above under Earning a Second Add-On Major apply.

For students who have earned their first baccalaureate degree at another insti-
tution, this degree is treated as transfer credit. Up to a maximum of 80 semester
hours may be accepted at Oglethorpe. The requirements for the second degree

75

1. Satisfaction of Oglethorpe core requirements.

2. Completion of a minimum of 48 semester hours at Oglethorpe.

3. Maintenance of a 2.0 or higher cumulative grade-point average.

4. Completion of a major other than the major(s) completed at the time
the first degree was awarded.

All transfer policies stated in the section of this Bulletin entitled Transfer
Students and Transfer Policies apply.

Student Classification

For administrative and other official and extra-official purposes, undergradu-
ate students are classified according to the number of semester hours successfully
completed. Classification is as follows: to 32 hours - freshman; 33 to 64 hours -
sophomore; 65 to 96 hours -junior; 97 hours and above - senior.

Normal Academic Load

Two semesters - fall and spring - constitute the regular academic year, and
two sessions are offered in the summer.

While courses of one to four semester hours credit are offered each semester,
a full-time academic program at Oglethorpe consists of no less than three regular
four-semester hour courses each semester or a minimum of 12 semester hours.
Generally four courses are taken, giving the student a total of 16 semester hours,
with a maximum of 18 hours allowed as part of the regular full-time program.
This includes any cross-registered courses.

An overload of 19-20 semester hours is allowed for students with 1) junior
standing and 2) a minimum grade-point average of 3.5, unless the overload is due
to internship hours, otherwise a 3.0 grade-point average. A request form may be
obtained from the Registrar's Office and requires signed approval by the student's
advisor and the Provost.

During the summer a student will be permitted to take no more than eight
hours in any 5-week session (nine hours if one of the courses is a 5-hour laboratory
science course). Thus, a student will be limited to a maximum of two 4-hour
courses, plus one hour of Applied Instruction in Music, in a 5-week session. Or, to
a maximum of one 4-hour course in a 5-week session while simultaneously en-
rolled in a maximum of two 3-hour courses in an 8-week session. The student
should be cautioned that these maximum limits represent course loads that are
approximately fifty percent greater than the ceiling of 18 hours during the regular
academic year. Successful completion of such a load will require a correspond-
ingly greater effort on the part of the student.

Course Level

In the Programs of Study section of this Bulletin, disciplines and majors are
listed alphabetically. Respective courses under each are designated by a prefix
that identifies the discipline and a three-digit number. The first digit indicates the

76

level of the course: 1 = freshman level, 2 = sophomore level, 3 = junior level, and 4
= senior level. (A 5 or 6 typically denotes a graduate-level course.) Higher-level
courses in a discipline are typically designed to build upon the content of lower-
level courses in that discipline and other specified prerequisite courses.

The number of hours refers to the semester hours of college credit per semes-
ter, which are earned by the successful completion of the course.

Access to Student Records

To comply with the Family Educational and Privacy Act of 1974, commonly
called the Buckley Amendment, Oglethorpe University informs students of their
rights under this act in the student handbook, The O Book. Three basic rights are
covered by this act: 1) The student's right to have access to personal records, 2) the
right of a hearing to challenge the content of a record, and 3) the right to withhold
or give consent for the release of identifying directory data. Additional informa-
tion may be obtained from The O Book and from the Registrar.

Oglethorpe Honor Code

Persons who come to Oglethorpe University for work and study join a com-
munity that is committed to high standards of academic honesty. The Honor Code
contains the responsibilities we accept by becoming members of the community.

The students and faculty of Oglethorpe University expect each other to be
truthful in the academic endeavor they share. Faculty assume students complete
work honestly and act toward them in ways consistent with that assumption.

Oglethorpe welcomes all admitted students who accept our principles of hon-
est behavior. We believe that this Code will enrich our years at the University and
allow us to begin practicing the honorable, self-governed lives expected of society's
leaders.

Students pledge that they have completed assignments honestly by attaching
the following statement to each test, paper, overnight work, in-class essay, or other
work designated by professors:

I pledge that I have neither given nor received any
unauthorized aid on this assignment.
Signed

It will be the responsibility of the student to provide these pledges by either
attaching them on a separate sheet or typing them as part of the assignment. The
instructor also should remind the class to sign the pledge. The pledge serves as an
affirmation of the student's and the instructor's belief in the principles of the
Honor Code. Assigned work should not be considered complete without the pledge.

Since it is assumed that students act according to their pledge, faculty abstain
from any practices whose purpose is to ascertain that students have been dishon-
est unless there is a compelling reason to believe that cheating has taken place.
Instructors should invite their own students to discuss with them actions or poli-
cies that appear to be at variance with the assumption of honesty.

77

All credit courses offered by the University are covered by the Honor Code,
and all cases of suspected academic dishonesty would be handled in accordance
with its provisions. It is the responsibility of faculty members to make clear how
the Code applies to specific courses and to follow its procedures. The Oglethorpe
University Judicial Review Board serves as the final arbiter in all disputes con-
cerning the Honor Code. For a complete text of the Honor Code, please see The
O Book, the student handbook.

78

Educational
Enrichment

First-Year Experience

Oglethorpe University's faculty and student affairs staff work together to co-
ordinate academic offerings and student services in order to create a first-year
experience that is welcoming, supportive, and challenging. This integrated pro-
gram is committed to encouraging first-year students to succeed.

Major features of this first-year experience include the course Fresh Focus,
the freshman advising program, a two-semester core course in humanities, pro-
grams in the residence halls, the tutoring services of the Academic Resource Cen-
ter, and a coordinated intervention process for assisting students in trouble.

FOC 101. Fresh Focus 1 hour

This class, required for all entering first-year students, is a group-oriented
course involving upper-class students and faculty. Students select a class from
among numerous topics with experiential and interactive as well as academic fea-
tures. The faculty instructor serves as the student's academic advisor during the
first year. The first meeting of each group of students is during new student
orientation, and continues thereafter twice weekly for the first half of the semes-
ter to pursue their chosen topic and share related experiences. During the same
period new students will also attend occasional workshops on aspects of leader-
ship, health and wellness, careers, skills for academic success, and open houses in
the academic divisions. Graded on a satisfactory/unsatisfactory basis.

FOC 201. Team Teaching for Critical Thinking 1 hour

Upper-class student mentors assist faculty instructors in planning and teach-
ing the special topics sessions of Fresh Focus or other freshman-level courses.
They participate in training meetings prior to the beginning of the course, com-
municate with entering freshmen over the summer, attend all classes in their Fresh
Focus section, and assist with the advising of freshmen throughout their first year.
Graded on a satisfactory/unsatisfactory basis. Prerequisite: Permission of the
instructor.

Sophomore Choices

Students in their second, third, and fourth semesters of college are encour-
aged to participate in Sophomore Choices. This seminar is designed to introduce
students to a model for career decision making that is useful throughout life. In-
formational interviewing and visits to Atlanta workplaces allow students to learn
about particular occupations or career fields of interest and to begin to make
career connections in the community. These experiences may help students as
they select courses, majors and minors, and internships.

CHO 101. Sophomore Choices 1 hour

During this six-week career exploration seminar, students complete interest
and personality assessments, learn how to find information about different ca-
reers, and develop interviewing, networking, and resume-writing skills. Students
then conduct informational interviews with professionals in their fields of inter-
est. Graded on a satisfactory/unsatisfactory basis.

SO

Making a Life and Making a Living

In the liberal arts environment, students gain a broad education with essen-
tial communication and critical thinking skills. Students do not learn generally
how to communicate those skills to potential employers or graduate schools.
Oglethorpe, however, makes a commitment to helping students reap the life-long
benefits of their education. Sophomore Choices is a career decision-making class
designed to help students begin planning their careers and includes resume writ-
ing and informational interviewing. Senior Transitions picks up where Sopho-
more Choices leaves off and teaches the skills necessary to implement the career
decision.

SEN 401. Senior Transitions 1 hour

This course is designed to prepare students for a successful transition to life
after college. A successful career requires effective, informed planning. Topics
will include industry and employer research, job searching, interviewing, network-
ing, salary negotiation and more. All students will have interaction with alumni
through an assigned alumni mentor and in-class guest speakers. A special focus
will be designed for students considering graduate school. Students will leave the
course with a spotless resume, cover letter samples, fine-tuned interview skills,
and a plan for landing a job or graduate school acceptance.

Academic Resource Center - Tutoring

The Academic Resource Center provides group and individual tutoring and
other academic activities for all students, free of charge. The ARC services in-
clude helping students to prepare for papers and examinations, as well as arrang-
ing enriching group study and research for students who are already doing well in
core classes and other courses. The student tutors work closely with the faculty
teaching the classes in which they are tutoring, meeting regularly to plan and
provide individual and small-group help for students who need it, and to increase
interactive and collaborative educational experiences both in and outside
Oglethorpe's classrooms.

ARC 201. Seminar for Student Tutors 1 hour

Peer tutors at the Academic Resource Center spend two hours per week assist-
ing other students, individually or in groups, with course material, papers, and
preparation for examinations. In addition, they participate in support and train-
ing meetings with the ARC directors and with instructors of the courses in which
they tutor. They discuss how to work with texts in different disciplines, encourage
study group members to help each other learn, and foster student engagement
with and assimilation of course content. Prerequisites: Permission of the instruc-
tor and Associate Provost for Student Achievement.

81

Disability Programs and Services

It is the policy of Oglethorpe to ensure that all university goods, services,
facilities, privileges, advantages and accommodations are meaningfully accessible
to qualified persons with disabilities in accordance with the Americans with Dis-
abilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973 and
other pertinent federal, state and local disability anti-discrimination laws.

Oglethorpe will provide persons with disabilities an equal opportunity to par-
ticipate in and benefit from programs and services as afforded to other individu-
als. This is done in the most integrated setting appropriate to the needs of the
individual with a disability.

Where readily achievable, architectural and communication barriers will be
removed. New structures will comply fully with all accessibility requirements.
Alterations will comply to the maximum extent feasible. Oglethorpe will make
available auxiliary aids and services, as appropriate to the individual and required
by the ADA, at no cost to the individual, provided that such auxiliary aids and
services do not require significant difficulty or expense.

Oglethorpe does not discriminate against any person who is related to or
associated with a person with a disability. Oglethorpe will comply with any fed-
eral, state or local laws that provide individuals with disabilities greater protec-
tion, and take other actions necessary to ensure equal opportunity for persons
with disabilities.

This policy applies to the goods, services, privileges, advantages and accom-
modations offered by Oglethorpe either directly or through contractual, licensing
or other arrangements. This policy is neither exhaustive nor exclusive.

Reasonable accommodations will be made on an individualized basis. It is
the responsibility of persons with disabilities, however, to seek available assistance,
register for services and establish their needs.

Learning Resources Center

The Learning Resources Center (LRC) provides individualized services at no
additional cost for students with learning disabilities and attention deficit disor-
ders. This program ensures that these students have an opportunity to participate
fully in the Oglethorpe experience. Students must meet established University
admission requirements and program technical standards. Qualified students
must submit comprehensive professional documentation that meets the established
criteria for accepting evaluations. Students approved for services are provided
appropriate modifications of regular academic class work. Students without docu-
mented disabilities who are experiencing learning difficulties may participate in
LRC skills-building courses, workshops, and seminars as appropriate.

The LRC is located in Goodman Hall. The Learning Resources Director acts
as liaison and referral between the student with a disability and faculty members.
Academic Resource Center tutors, and other campus programs. For additional
information visit the LRC website at www.oglethorpe.edu/academics/lrc.

82

Experiential Education

Oglethorpe University strives to provide valuable learning experiences out-
side of the traditional classroom setting. Experiential Education, under the sup-
port of Career Services, offers three primary programs: Atlanta in the Classroom,
Exploration Week, and Internships. A variety of additional services, including
community service and volunteer opportunities, service learning, and career-re-
lated programs are also available.

Atlanta in the Classroom utilizes local resources to enhance Oglethorpe's
traditional academic courses. These courses might include guest speakers, site
visits, internships, volunteer work, or off-campus research. The result? Class-
room experiences are enhanced and Oglethorpe's liberal education is brought to
life.

Exploration Week is a week-long, non-credit program that occurs each Janu-
ary prior to the start of the spring semester. In small seminars, students discuss
topics of interest and visit related organizations. This free program allows stu-
dents to work closely with faculty and student colleagues, provides an outlet for
continued research in a particular discipline, and helps students make valuable
contacts in their field. Students choose one of five mini-courses, the topics of
which change each year.

Internships provide practical experience to complement the academic pro-
gram, as well as give students the opportunity to solidify career decisions, gain
work experience, and provide a service to the community in their fields of inter-
est. More than half of college students nationwide complete internships, making
the experience an essential credential for competition in the current job market.

Internships are available in a large variety of local businesses and organiza-
tions representing most academic majors and potential career fields. Oglethorpe
students have recently completed internships at The Carter Center, CNN, Georgia
Pacific, Atlanta Magazine, Zoo Atlanta, the Atlanta History Center, and the Geor-
gia State Legislature, to name only a few. In addition to these Atlanta-based in-
ternships, Oglethorpe maintains resources and affiliations for nationwide
opportunities, such as the Washington Center in D.C.

Internships are available in most majors for students who: 1) demonstrate a
clear understanding of goals they wish to accomplish in the experience and 2)
possess the necessary academic and personal background to accomplish these
goals. Sophomores, juniors, and seniors with a minimum grade-point average of
2.0 qualify to apply for internships. Transfer students must complete one semes-
ter at Oglethorpe prior to participation. Every internship requires a statement of
objectives and academic requirements, in addition to related academic assignments,
developed in consultation with the student's internship faculty supervisor. Upon
successful completion of the internship, the student is awarded academic credit
(graded on a satisfactory/unsatisfactory basis) in recognition of the learning value
of the experience. Students may apply for 1-16 semester hours of internship credit
toward their degree, with approval from their academic advisor and the Experien-
tial Education Committee. Students seeking more than 4 semester hours must
submit an appeal form to the Career Services Office indicating why the intern-
ship exceeds the normal number of hours and outlining additional projects in
which the student will participate. Students desiring academic credit must register
for the internship before the end of the Drop/ Add period of the semester in

83

question. Students who wish to engage in internships on a voluntary basis do not
need to apply for academic credit; however, they should follow the same basic
internship guidelines.

Students who are interested in an internship should first consult with their
faculty advisor and then visit the Career Services Office in Goodman Hall.

Honors Program

All students at Oglethorpe University are encouraged to attain academic and
personal excellence. The University offers an Honors Program for those students
who demonstrate the potential to do exceptional scholarly work and who desire to
further their academic experience at Oglethorpe. The program focuses on the
practice of scholarship, both in breadth and in depth, and emphasizes effective
communication of the results of that scholarly activity both to persons within the
field and outside it. The Honors Program also is intended to foster increased
interaction between students and faculty with diverse interests but similar dedica-
tion to academic excellence.

Academic honors earned through the Honors Program are recognized at
commencement exercises, on the student's diploma, and on the student's tran-
script of grades.

To meet the goals of the Honors Program, a seven-semester program is orga-
nized in two phases as indicated in the table below.

SCHEDULE FOR HONORS PROGRAM

YEAR

FALL SEMESTER

SPRING SEMESTER

Recruitment/ Application.
Freshman Social activities.

Informational activities.

Seminar led by two faculty from
disparate disciplines. Graded A-F.
HON 201. Honors Seminar. 1 hour

Seminar led by two faculty
Sophomore from disparate disciplines.

Graded A-F
HON 201. Honors Seminar..! hour

Seminar led by two faculty from
disparate disciplines. Graded A-F.

HON 201. Honors Seminar..! bour

Development of Honors Project
Junior prospectus and reading list.

Initial reading. Attend research
skills sessions. Graded U/S.

HON 301. Honors 1 1 hour

Refinement of prospectus.
Honors Project Research. Pro-
spectus must be approved by
select faculty to continue.
Graded U/S.
HON 302. Honors II 1 hour

Senior

Project research and preparation

of initial draft of thesis. Gritique

by reading committee.

Graded A-F

HON 401. Honors III 4 hours

Preparation of final draft of thesis.
Defense. Presentation of Honors
work.

HON 402. Honors IV ... hours

Each fall semester informational programs are held to acquaint prospective par-
ticipants with the features and requirements of the Honors Program. Interested
students should then apply for admission to the program. A grade-point average
of 3.3 is required to participate in the first seminar. A grade-point average of 3.3

S4

must be maintained to continue in the Honors Program. Students may apply for
admission to the program at any time prior to the fall semester of the junior year.

The first phase of the program, intended to be taken in the freshman and
sophomore years, consists of a minimum of two 1-semester hour seminars (HON
201). Students are expected, encouraged, and enabled to take the lead in the
seminars. Students carry out research relevant to the topic, write extensively in
connection with the seminar, and make frequent presentations of their findings to
the seminar. This phase focuses on scholarship in breadth and communication to
persons whose interests may be outside one's own area of interest and expertise.
Students practice and refine many of the skills and techniques necessary for the
second phase of the Honors Program. Note that students who elect to enter the
Honors Program later in their careers must still take these two seminars at some
point.

The second phase of the Honors Program, in the junior and senior years,
focuses on scholarship in depth and the effective communication of the results of
that scholarship to persons in the field of study, as well as those outside it. During
the fall semester of the junior year, the student secures a thesis supervisor and
enrolls in HON 301. Honors I. Honors I carries credit of 1-semester hour graded
on a satisfactory/unsatisfactory basis, with the grade to be determined by the
Honors Program Director in consultation with the faculty supervisor. Satisfactory
completion of Honors I is required to continue the program.

In the spring of the junior year the student enrolls in HON 302. Honors II, a
1-semester hour credit course, graded on a satisfactory/unsatisfactory basis, in
which the honors project is further refined and researched. Upon successful
completion of Honors II, the student enrolls in HON 401. Honors III during the
fall semester of the senior year. This is a 4 semester hour credit course in which
research of the thesis topic is to be completed. A first draft of the thesis must be
submitted to the student's reading committee by the end of this semester. The
reading committee provides the student with feedback, including recommended
revisions.

After successful completion of Honors III, the student enrolls in HON 402.
Honors IV, a required course which carries no academic credit, during the spring
semester of the senior year. Students are encouraged to submit their theses to
appropriate competitions or for publication. The final draft of the thesis is pre-
sented to the reading committee at least one week prior to the end of classes. At
the reading committee's discretion the student may be asked to make a formal
defense of the thesis. The faculty supervisor, in consultation with the reading
committee and the Honors Program Director, determines whether Honors is to
be awarded by the first day of the final examination period.

HON 201. Honors Seminar 1 hour

This seminar, led by faculty members from two disparate disciplines, will con-
sider a question, problem, proposition, text, period of time, project, etc. The fo-
cus of the seminar will be student research, writing, and presentation. An
interdisciplinary approach will be emphasized. Seminars have included: Self Ref-
erence - Artificial Intelligence, Literature and Society, Science and Postmodernism,
Moderns Confront the Classics: Hobbes and Thucydides, Evolutionary Psychol-
ogy, Creativity, Politics and Theatre, An Intimate History of Humanity, and Gen-
der and Discourse. Graded with a letter grade "A-F." Prerequisite: Application
and admission into the Honors Program.

85

HON 301. Honors I 1 hour

In this course, with the aid of a faculty supervisor, the student selects and
begins to research a thesis topic. A preliminary prospectus is developed along
with a reading list. The student attends a series of research skills sessions. Graded
on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the Honors
Program Director, permission of the faculty supervisor, a 3.3 overall grade-point
average, and a 3.5 grade-point average in the field in which the honors research is
to be done.

HON 302. Honors II 1 hour

In this course the student continues to research in order to refine the pro-
spectus of the honors project. The prospectus and related materials are submit-
ted to a select group of faculty who must approve the student's preparedness to
continue the program. Graded on a satisfactory/unsatisfactory basis. Prerequi-
site: Satisfactory grade in HON 301.

HON 401. Honors in 4 hours

Under continued direction of the faculty supervisor, research of the thesis
topic is completed in this course. Preparation of a first draft is submitted to the
student's reading committee. Graded with a letter grade "A-F." Prerequisite: Satis-
factory grade in HON 302.

HON 402. Honors IV hours

Revisions are made and a final draft of the thesis is submitted to the student's
reading committee. A formal defense of the thesis may be scheduled. An appro-
priate oral presentation of the honors work also will be required in an academic
setting. Prerequisite: Minimum grade of "C" in HON 401. Grade of "I" for HON
401 is not acceptable.

International Exchange Partnerships/
Study Abroad

Oglethorpe University has long recognized the importance of fostering inter-
national understanding among its students and faculty. Oglethorpe's commitment
to internationalism, to the promotion of international understanding, and to the
creation of an international environment on campus has been greatly enhanced
in recent years by a series of international exchange agreements with partner insti-
tutions in other countries. These have blossomed into a growing global network of
contact between the students and faculty of Oglethorpe University and participat-
ing institutions in Europe, Asia, and South America.

With agreements for international partnership in place, and with other ar-
rangements on the horizon, Oglethorpe has developed the beginning of an entire
network of personalized relationships with partners. In 1988, which saw the
University's first partnership with an institution abroad, there began a propitious
year for international understanding on the Oglethorpe campus. The opportu-
nity for Oglethorpe students to study abroad with their peers in other countries
and to meet students from these sister institutions on the Oglethorpe campus has
added a new dimension to the curriculum and life of the University. Students

86

Buenos Aires

China

Dalian

Ecuador

Quito

France

Verdun

Lille

Germany

Dortmund

Japan

Hokkaido

Tokyo

Mexico

Guadalajara

Monaco

Netherlands

The Hague

Russia

Moscow

considering participation in this program usually need to complete course work
through the intermediate level in the national language of each country in prepa-
ration for study abroad. Some partnership institutions, however, provide for in-
struction in English.

Partner Institutions

Argentina Buenos Aires Universidad de Belgrano

Universidad del Salvador
Dongbei University of Finance and

Economics
Universidad San Francisco de Quito
LyceeJ.A. Margueritte
Universite Catholique de Lille
Universitat Dortmund
Otaru University of Commerce
Seigakuin University
Instituto Tecnologico y de Estudios

Superiores de Occidente
University of Southern Europe
Haagse Hogeschool
Moscow State Linguistic University
of Russia
In addition, Oglethorpe students may study abroad at a recognized, accred-
ited university or through a program sponsored by an American college or univer-
sity which awards credit from the home institution. Oglethorpe advisors who
specialize in the international studies field and the Study Abroad Coordinator can
acquaint students with programs at these institutions and with a wide variety of
additional overseas study abroad programs.

Students who wish to apply for financial assistance should contact Oglethorpe's
Director of Financial Aid early in the pursuit of a study abroad program in order
to determine available funds for such an experience.

Rich Foundation Urban Leadership Program

Oglethorpe University's Rich Foundation Urban Leadership Program chal-
lenges students to develop their leadership ability throughout their college years,
and awards the Certificate of Urban Leadership at graduation. Through a balance
of academic courses, workshops, and various on- and off-campus experiences, it
prepares graduates to meet the challenges of responsible citizenship in local, na-
tional and international communities. Students gain a broad understanding of
leadership concepts, theories, and applications. They are encouraged to consider
their education in light of the demands of leadership in their own lives as well as
in their communities.

The program takes full advantage of the extraordinary resources of the At-
lanta metropolitan area. A major economic force in the Southeast, Atlanta is rich
with exceptional learning opportunities in the realms of politics, business, the
arts, information technology, entertainment, and community service. Few selec-
tive universities are able to combine a rigorous liberal arts education with the
resources and opportunities of a world-class city.

87

The following curriculum encompasses the four required courses designed
specifically for the Rich Foundation Urban Leadership Program

ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of poli-
tics and policymaking in the new American city and its environs. Consideration
will be given to the political and sociological significance of a number of the fac-
tors that characterize this new development, including extremes of wealth and
poverty, the mix of racial and ethnic groups, and the opportunities and challenges
provided by progress in transportation and technology. Offered annually.

ULP 304. Community Issues Forum: Principles into Practice 4 hours

This course is taught as a weekly evening seminar focusing on a particular
community issue and accompanied by an issue-related, off-campus internship. To-
gether with community leaders and faculty, students analyze issues confronting
stakeholders, collaborate on solutions, and present findings derived from their
internship assignments. Students have interned with the state legislature, local
and state chambers of commerce, community food banks, arts organizations, cor-
porations, non-profit organizations, and a number of other community groups.
Topics covered in previous years include: education, transportation, health care,
and the environment. Prerequisite: Permission of the instructor.

BUS 495. Special Topics in Business Administration: Insights into Great
Leaders in Action - Biographical Analysis 4 hours

This interdisciplinary course examines the lives and accomplishments of great
leaders and is an excellent introduction to the required course work of the Pro-
gram. Students investigate leadership as one of the central challenges to building
and sustaining organizations, institutions, and nations. They probe competing
theories of leadership and evaluate and discuss the experiences and effectiveness
of great leaders through an in-depth analysis of the biography of each student's
choice. In addition, students are asked to reflect upon their own leadership poten-
tial. Prerequisite: Permission of the instructor.

Urban Leadership Elective 4 hours

With the approval of the Rich Foundation Urban Leadership Program Direc-
tor and the academic advisor, the student selects an appropriate course to satisfy
the fourth course requirement of the program. Ideally, the elective course will be
part of the student's major or minor, or in an area of vocational interest. The
principal objective of the elective requirement is to look for intellectual or applied
leadership in the student's chosen field or profession.

In addition to the required academic course work, students demonstrate lead-
ership on and off campus by their participation in University, civic, and commu-
nity endeavors in Atlanta. Students organize and participate in conferences,
workshops, and symposia on and off campus. At the end of each semester, stu-
dents submit a brief memo to the director detailing their leadership challenges
and opportunities that semester. In the final semester, students prepare a paper
reflecting on their leadership experiences during college. The final portfolio con-
tains written work drawn from the student's leadership courses and experiences.

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Admission to the Rich Foundation Urban Leadership Program is competi-
tive. Students may apply in the freshman, sophomore, or junior year. The director
and a selection committee evaluate candidates on the basis of commitment to
leadership-related study, the desire for leadership understanding and application,
extracurricular participation, academic record, and other experience.

Career Services

The Career Services Office provides resources to assist students in making
responsible decisions and strategies regarding career options and job search plans.
These resources include a Career Library with information available from books,
a computer, and videotapes on occupations, the job search, and prospective em-
ployers. SIGI PLUS, a computer-assisted career guidance program, and other job
search programs are available by appointment to explore options and employers
that match individual career interests. Workshops on resume writing, interview-
ing and job search techniques are presented each semester to prepare students for
the workplace.

In addition, a number of prospective employers send recruiters to the campus
each year for the purpose of conducting on-campus interviews. Current informa-
tion on permanent, summer, and part-time job opportunities is made available to
students and alumni in the Career Library. Resume referrals to employers are
made for those students who register for the service through wwiu.monsterTRAK.com.

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The Core
Curriculum

History of the Core Curriculum

"The Oglethorpe Idea," Oglethorpe's first "core curriculum," made its ap-
pearance in the academic year 1944-45. It is thus one of the oldest core programs
at a liberal arts college in the country. In his explanatory brochure about the new
program, Oglethorpe President Philip Weltner presented a totally new liberal arts
curriculum with the twin aims of equipping students to "make a life and make a
living." One half of each student's college course work was devoted to the com-
mon intellectual experience of the core, while the other half was devoted to a
student's major area of study. In outlining his new plan and his philosophy of
education, President Weltner anticipated some of the ideas featured in General
Education in a Free Society, Harvard University's 1945 statement stressing an em-
phasis on liberal arts and a core curriculum.

The idea of a core curriculum was at that time so revolutionary in higher
education that news of the Oglethorpe Plan appeared in The New York Times in the
spring of 1945. Dr. Weltner told The Times: "We are trying to develop
keen. ..appreciation and understanding. Instead of dividing our courses into sepa-
rate schools, we are giving the students a good liberal and general education
which can become the basis of hundreds of vocations."

Dr. Weltner's core curriculum for the Oglethorpe students of the 1940s re-
flected the concerns of the war era: the core consisted of a series of courses under
the headings "Citizenship" and "Human Understanding." As the concerns of the
war era receded and the post-war information explosion ensued, the Oglethorpe
core underwent extensive revision in the 1960s, its required courses coming to
resemble much more closely traditional courses in the disciplines. Gradually this
core came to focus on those courses representing competencies that a well-edu-
cated generalist ought to have upon graduating from college.

With the support of a major grant from the National Endowment for the
Humanities, the Oglethorpe core curriculum underwent substantial revision in
the early 1990s to reflect a new idea about core curriculum and its purpose. Rather
than an attempt to define what every student should know or a list of basic compe-
tencies every student should have, the new Oglethorpe core aimed at providing a
common learning experience for all students. Since the early 1990s the core
curriculum has undergone further scrutiny and refinement. Beginning in 1998, a
sequence of new interdisciplinary year-long courses were implemented. These
sequences, which extend over all four years of a student's collegiate career, feature
the reading of a number of primary texts common to all sections of the courses
and frequent writing assignments. Each course in the sequence builds upon the
body of knowledge studied in the previous course. Complementing these se-
quences are courses in the fine arts and in mathematics. Students are explicitly
invited to integrate their core learning and to consider knowledge gained from
study in the core as they approach study in their majors. In developing this cur-
riculum, the faculty has renewed its commitment to the spirit of Dr. Weltner's
original core. He wrote, "We must never for an instant forget that education to be
true to itself must be a progressive experience for the learner, in which interest
gives rise to inquiry, inquiry is pursued to mastery, and mastery here occasions
new interests there."

As every student's second major, the core continues to urge students to pur-
sue links among the various areas of study and to appreciate the value of intellec-

92

tual inquiry. A National Endowment for the Humanities Challenge Grant, which
Oglethorpe received in 1996, has helped to create an endowment for the core
curriculum, guaranteeing that faculty have the resources to keep the core vital
and central to learning at Oglethorpe. As faculty work together through frequent
conversation about the content and goals of their core courses to provide an inte-
grated approach to learning, one is reminded of the pledge Dr. Weltner made over
half a century ago in outlining the core: "Oglethorpe University insists that the
object is not to pass a subject; the object is to take and keep it."

Liberal Education and the Core Curriculum

Oglethorpe University is committed to providing a comprehensive liberal arts
education for all of its students. Oglethorpe's purpose is to produce graduates
who are broadly educated in the fundamental fields of knowledge and who know
how to integrate knowledge in meaningful ways. The University's core curricu-
lum is the clearest expression of this commitment. As an interdisciplinary and
common learning experience, the core curriculum provides for students through-
out their academic careers a model for integrating information and gaining knowl-
edge. The sequencing of the core courses means that all Oglethorpe students
take the same core courses at the same point in their college careers, thereby
providing an opportunity for students to discuss important ideas and texts both
inside and outside the classroom. In this way, the core curriculum aims to create
a community of learners at Oglethorpe University.

Staffed by faculty from a wide variety of disciplines, the program seeks to
teach students the following aptitudes and skills:

1. The ability to reason, read, and speak effectively, instilled through fre-
quent and rigorous writing assignments and the reading and discussion
of primary texts.

2. An understanding as well as a critical appreciation of how knowledge is
generated and challenged.

3. The ability to reflect upon and discuss matters fundamental to under-
standing who we are and what we ought to be. This includes how we
understand ourselves as individuals (Core I) and as members of society
(Core II), how the study of our past informs our sense of who we are as
human beings (Core III), and the ways in which the practice of science
informs our understanding of ourselves and the world (Core IV).

In addition to the seven integrated and sequenced core courses, Oglethorpe
University students take two additional courses that have been designed to help
them develop an appreciation and understanding of fine arts and mathematics.
Students earning a Bachelor of Arts degree also study a foreign language.

The core curriculum provides only a beginning for the investigation of sig-
nificant questions and issues. The program is designed to foster in students a love
of learning and a desire to learn, to think, and to act as reflective, responsible
beings throughout their lives.

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Freshman Year - Core I

COR 101. Narratives of the Self I
COR 102. Narratives of the Self II

Sophomore Year - Core II

COR 201. Human Nature and the Social Order I
COR 202. Human Nature and the Social Order II

Junior Year - Core III

COR 301. Historical Perspectives on the Social Order I
COR 302. Historical Perspectives on the Social Order II

Senior Year - Core IV - One of the following:

COR 401. Science and Human Nature: Biological Sciences
COR 402. Science and Human Nature: Physical Sciences

Fine Arts Requirement - One of the following:
COR 103. Music and Culture
COR 104. Art and Culture

Mathematics Requirement

COR 203. Great Ideas of Modern Mathematics

Foreign Language Requirement

All students undertaking and earning a Bachelor of Arts degree will be re-
quired to take at least one semester of a foreign language at the second-semester
elementary-level or higher.

Note: Students matriculating at Oglethorpe as freshmen may not substitute courses
taken at other institutions for any of the core sequenced courses. The ex-
ception to this would be COR 103, COR 104, and foreign language courses.

COR 101, COR 102. Narratives of the Self I, II 4 plus 4 hours

The first-year course sequence investigates narratives of the self. Among the
topics that students will consider are a variety of fictional and philosophical con-
structions of the self, the relationships of memory to personal identity, and the
disjunction or harmony between public and private selves. The authors consid-
ered in the courses may include Homer, Socrates, St. Augustine, Montaigne,
Shakespeare, Descartes, Cervantes, Emily Bronte, Lao Tsu, Nietzsche, and Morrison.

COR 103. Music and Culture 4 hours

The appreciation of music begins with an understanding of the creative pro-
cess as a means of self-expression and the artist's relationship to the world. Using
primary sources, guest lecturers, and artists, this course examines the styles, trends,
and developments of Western and international music from early civilizations
through the 20th century. Study and discussion begin to develop an understand-
ing of how music and the cultural arts reflect and affect societal trends and values.

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COR 104. Art and Culture 4 hours

Through the study of art this course will help students understand the basic
chronology of Western culture, lay the groundwork for broad cultural literacy,
and look at how art reflects the human condition. The course will explore con-
tent, formal elements, and historical context of the art of Western and non- West-
ern cultures from ancient to modern times. Four basic themes will prevail: Art
and Religion, Art and Power, Art and Nature, and Art and the Personal.

COR 201, COR 202. Human Nature and the

Social Order I, II 4 plus 4 hours

The sophomore course sequence focuses on the relationship between individu-
als and communities, examining the extent to which the "good life" can be pur-
sued within the confines of any social order. These courses investigate issues such
as the nature of human excellence and virtue, the character of justice, the origins
and sources of social order, and the status and legitimacy of political power. How
can we obtain an accurate description of humans as social beings? What is the
good society, and how may it be realized? Students in this course are invited to
become more thoughtful, self-conscious, and self-critical members and citizens of
the society and polity in which they live. Authors such as Aristotle, Locke, Smith,
Tocqueville, Marx, and Weber will be read.

COR 203. Great Ideas of Modern Mathematics 4 hours

The purpose of this course is to explore several major modern mathematical
developments and to help students understand and appreciate the unique approach
to knowledge which characterizes mathematics. The mode of inquiry employed is
reason. This is not to be confused with the approach used, for example, in the
natural or social sciences. It is, rather, reason divorced from anything empirical.
As T. H. Huxley remarked, "Mathematics is that study which knows nothing of
observation, nothing of experiment, nothing of induction, nothing of causation."
The course will be organized around three or four major mathematical ideas that
have emerged since the time of Newton. These ideas will be drawn from such
fields as calculus, set theory, number theory, probability theory, modern algebra,
logic, topology, and non-Euclidean geometry.

COR 301, COR 302. Historical Perspectives on the

Social Order I, II 4 plus 4 hours

The junior year sequence constitutes an historical examination of human expe-
rience in response to some of the themes and issues raised in the first two years of
the core. Drawing on a variety of perspectives from both the humanities and the
social sciences, the course strives to reconstruct the histories of significant peri-
ods in human history. The first semester will focus on the rise and fall of civiliza-
tions from antiquity through the Renaissance. The second semester will concentrate
on the problems of modernity, such as the rise of the modern state, nationalism,
revolution, and globalization. Both courses will examine the ways in which signifi-
cant moments have become essential parts of our historical consciousness, en-
shrined in myth, and religion, tradition, culture, and institutions. Through careful
analysis of current scholarship and original sources, students will be invited to
consider the complex relationship between history, cultural traditions, and the
social and political institutions derived from them.

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COR 401. Science and Human Nature: Biological Sciences 4 hours

The senior year course deals with the way scientific methodologies inform
current thinking on the nature of the human organism. Starting from basic ge-
netic and psychological understandings, it emphasizes how evolutionary mecha-
nisms may be seen as contributing to the origins of uniquely human behaviors.
Elements of DNA structure as it applies to information storage and transmission,
the regulation of gene expression and the mechanics of protein synthesis, muta-
tion and its centrality in producing variation, sexual reproduction and how the
laws of probability apply to biological systems, sex determination, "altruistic" be-
havior, and kin selection are among the topics explored.

COR 402. Science and Human Nature: Physical Sciences 4 hours

Modern western society is largely science-dominated, and the consideration
of science and its role in society is essential for any educated person. This core
course investigates the practice of science by focusing specifically on scientific
revolutions. It is during such periods of upheaval that we can most clearly see how
science is actually practiced. What causes a new idea to challenge the scientific
status quo} What determines whether the new idea will be accepted, or not? When
seeking new explanations for natural events, what guides the scientist's search?
The goal of this course is to equip the student with the necessary tools and back-
ground to seek answers to these questions, and others, for such questions are
increasingly a part of each of our lives if we live those lives reflectively.

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Programs of Study

Degrees

Oglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Sci-
ence, Bachelor of Arts in Liberal Studies, Bachelor of Business Administration,
Master of Arts in Teaching Early Childhood Education, and Master of Business
Administration. The Bachelor of Arts, Bachelor of Science, and Master of Arts in
Teaching degrees are offered in the traditional program and described in this
publication. (For a discussion of the other three degrees, please see University
College at the end of this section or refer to the University College Bulletin, available
from the University College Office.) Under certain conditions it is also possible
for a student to receive a dual degree in art, a dual degree in engineering, a dual
degree in environmental studies, or a degree under the Professional Option. See
the Index for the sections where these degrees are discussed.

Undergraduate Major Programs and
Requirements

Completion of a major program is required for all baccalaureate degrees.
The student's academic advisor assists with the student's selection of a major. The
student declares the major selected on the course registration form completed
each semester. Students must have declared a major by the end of the second
semester of the sophomore year.

A major is an orderly sequence of courses in: 1) a particular discipline, 2) a
combination of two disciplines, or 3) a defined interdisciplinary field. A major
must include a minimum of 32 and a maximum of 64 semester hours of required
course work, exclusive of all hours used to satisfy core requirements. Exceptions
may be granted in special circumstances by a vote of the appropriate faculty com-
mittee. A minimum of 16 semester hours of a major must be in course work taken
at Oglethorpe University. Each major includes a substantial component of ad-
vanced courses which have specified prerequisites. A major may require for suc-
cessful completion a cumulative grade-point average in the major field which is
higher than the 2.0 cumulative grade-point average required for graduation. Al-
ternatively, the requirements for the major may state that only courses in which a
"C-" or higher grade is received may be used in satisfaction of the major's require-
ments. The student is responsible for ensuring the fulfillment of the requirements
of the major selected. Specific requirements for each of the majors may be found
listed below in alphabetical order. Please note that no course that is counted to
fulfill a major requirement for one degree may be used toward the requirements
of another degree.

For the Bachelor of Arts degree the following majors are offered:

American Studies

Art

Art - Dual Degree

Business Administration and Behavioral Science

Communications

Economics

Engineering - Dual Degree

English

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Environmental Studies - Dual Degree
French
History

Individually Planned Major
International Studies

International Studies with Asia Concentration
Philosophy
Politics
Psychology
Sociology

Sociology with Social Work Concentration
Spanish
For the Bachelor of Science degree the following majors are offered:
Accounting
Biology

Business Administration

Business Administration and Computer Science
Chemistry
Economics
Mathematics

Mathematics and Computer Science
Physics

Undergraduate Minor Programs and
Requirements

A minor consists of at least 16 semester hours of course work beyond any core
requirements in that discipline. A minimum of 12 semester hours of a minor must
be in course work taken at Oglethorpe.

Minor programs are available in the fields listed below. Specific requirements
for each minor may be found in the respective discipline that follows in which the
course offerings are described.

Minors may be earned in the following:

Accounting Mathematics

American Studies Music

Art History Painting

Biology Philosophy

Business Administration Photography

Communications Physics

Chemistry Politics

Computer Science Psychology

Drawing Sociology

Economics Spanish

English Theatre

French Women's and Gender Studies

History Writing

Individually Planned Minor

Japanese

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Academic Departments

Organization of Oglethorpe's disciplines is by division, each with its own divi-
sion chair. The nine divisions are as follows:

Division I Philosophy, Communications, and the Fine Arts

Division II History, Politics, and International Studies

Division III Natural Sciences

Division IV Behavioral Sciences

Division V Economics and Business Administration

Division VI Education - Undergraduate and Graduate

Division VII English Language and Comparative Literature

Division VIII Foreign Languages

Division IX Mathematics and Computer Science

Accounting

Accounting is the language of business. It is a service activity whose function
is to provide quantitative information, primarily financial in nature, about eco-
nomic entities that is intended to be useful in making economic decisions. The
purpose of the major in accounting is to acquaint the student with the sources and
uses of financial information and to develop the analytical ability necessary to
produce and interpret such information. The student learns to observe economic
activity; to select from that activity the events which are relevant to a particular
decision; to measure the economic consequences of those events in quantitative
terms; to record, classify, and summarize the resulting data; and to communicate
the information in various reports and statements to appropriate decision-makers.

The major in accounting consists of a coherent sequence of accounting and
other courses which provide the conceptual foundation and basic skills to begin a
career in accounting in the private sector, to use as an appropriate background for
such related careers as financial services, computer science, management, indus-
trial engineering, law and others, or to pursue a fifth year of graduate education.
The major in accounting will assist in preparation for several qualifying examina-
tions in accounting and finance such as Certified Public Accountant (CPA), Certi-
fied Management Accountant (CMA), and Certified Financial Analyst (CFA).
Accounting provides many attractive career opportunities in public accounting,
industry, government, and non-profit organizations. It provides an excellent edu-
cational background for anyone going into business.

Major

Students pursuing a Bachelor of Science degree must complete the follow-
ing requirements with a grade of "C-" or higher:
ACC 230 Financial Accounting
ACC 231 Managerial Accounting
ACC 332 Intermediate Accounting I
ACC 333 Intermediate Accounting II
ACC 334 Cost and Managerial Accounting
ACC 335 Income Tax Accounting: Individuals

100

ACC

435

ACC

437

BUS

110

BUS

260

BUS

310

BUS

350

BUS

469

ECO

121

ECO

221

MAT

111

MAT

121

Advanced Accounting
Auditing
Business Law I
Principles of Management
Corporate Finance
Marketing

Strategic Management
Introduction to Economics
Intermediate Microeconomics
Statistics
Applied Calculus

In addition, the student must satisfy the Computer Applications Proficiency
Requirement. This can be done in one of three ways: 1) by assessment of skills
with the student's academic advisor, 2) by successful completion of Introduction
to Computer Applications Software, or 3) by successful performance on the com-
puter proficiency examination.

Beginning in 1998, new eligibility requirements adopted by the Georgia State
Board of Accountancy require at least 150 semester hours of college study to qualify
to take the CPA examination. Included within the content of this minimum edu-
cation standard is the requirement to complete at least 30 semester hours of ac-
counting courses beyond Financial Accounting and Managerial Accounting and at
least 24 semester hours of education in business administration. For those stu-
dents whose objective is to qualify to take the CPA examination, it is recommended
that the following courses be included in these additional required semester hours:
ACC 336 Income Tax Accounting: Corporations, Partnerships, Estates,

and Trusts
ACC 436 Accounting Control Systems
ACC 438 Accounting Theory
BUS 1 1 1 Business Law II

Minor

Students desiring to minor in accounting must complete five courses: Finan-
cial Accounting and Managerial Accounting, and three of any of the following
with a grade of "C-" or higher:

ACC 332 Intermediate Accounting I

ACC 333 Intermediate Accounting II

ACC 334 Cost and Managerial Accounting

ACC 335 Income Tax Accounting: Individuals

ACC 435 Advanced Accounting

ACC 230. Financial Accounting 4 hours

This course is a study of generally accepted accounting principles (GAAP)
and other accounting concepts with emphasis on their application in the financial
statements of business enterprises. The measurement and reporting of assets,
liabilities, and owners' equity is stressed, along with the related measurement and
reporting of revenue, expense, and cash flow. Prerequisite: Sophomore standing
or above or approval by the Director of Accounting Studies.

101

ACC 231. Managerial Accounting 4 hours

This course is a study of the use of accounting information by managers and
decision makers within an economic enterprise. Cost analysis for purposes of plan-
ning and control is emphasized. Prerequisite: ACC 230.

ACC 332. Intermediate Accounting I 4 hours

This course covers financial accounting topics at an intermediate level. The
topics covered are similar to Financial Accounting, but in greater depth. The stan-
dards promulgated by the Financial Accounting Standards Board are considered
and evaluated. The theoretical foundations of accounting are emphasized. Pre-
requisite: ACC 231.

ACC 333. Intermediate Accounting II 4 hours

This is a continuation of Intermediate Accounting I with emphasis on ad-
vanced topics such as capitalized leases, pension costs, inter-period income tax
allocation and accounting changes. Prerequisite: ACC 332.

ACC 334. Cost and Managerial Accounting 4 hours

This course provides an introduction to the financial information required
for the managerial activities of planning, directing operational activities, control,
and decision making. The course includes the study of the analytical techniques
and methodologies used to generate accounting information and the managerial
use of accounting information. The topics include cost behavior and estimation,
costing of products and services, cost-volume-profit analysis, budgeting, relevant
cost analysis, performance evaluation, and pricing decisions. Prerequisite: ACC
231.

ACC 335. Income Tax Accounting: Individuals 4 hours

This course provides an overview of the federal income tax system primarily
as it relates to individuals. The study of the federal tax law provides the necessary
tax background for a variety of accounting, financial, and managerial careers.
Prerequisite: ACC 231.

ACC 336. Income Tax Accounting: Corporations, Partnerships,

Estates, and Trusts 4 hours

This course is a study of the federal income tax laws and related accounting
problems of corporations and partnerships, with some consideration of estates
and trusts. Consideration will be given to the role of taxation in business plan-
ning and decision making and the interrelationships and differences between fi-
nancial accounting and tax accounting. Prerequisite: ACC 335.

ACC 433. Independent Study in Accounting 1-4 hours

Supervised research on a selected topic in accounting. Prerequisite: Permis-
sion of the instructor.

ACC 434. Internship in Accounting 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research

102

paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at
PricewaterhouseCoopers, Arthur Andersen, Ernst & Young, Georgia Pacific, and
Miller, Ray, and Houser. Graded on a satisfactory/unsatisfactory basis. Prerequi-
sites: Permission of the faculty supervisor and qualification for the internship
program.

ACC 435. Advanced Accounting 4 hours

This course is a study of business combinations and the related problems of
consolidating the financial statements of affiliated corporations. The accounting
problems related to international business are also covered and governmental ac-
counting is introduced. Prerequisite: ACC 333.

ACC 436. Accounting Control Systems 4 hours

This course is an in-depth study of the application of information systems
concepts to the accounting environment. Emphasis is on the processing of data in
a computerized environment as well as the controls that are necessary to assure
accuracy and reliability of the data processed by an accounting system. Practical
implications of accounting information system design and implementation will be
investigated through the use of cases and projects. Prerequisites: ACC 231 and
CSC 240.

ACC 437. Auditing 4 hours

This course is a study of auditing standards and procedures, including the use
of statistical and other quantitative techniques, and preparation of audit working
papers, reports, and financial statements. Emphasis is placed upon the criteria for
the establishment of internal controls and the effect of these controls on examina-
tions and reports. Prerequisites: ACC 333 and MAT 111.

ACC 438. Accounting Theory 4 hours

This course covers the principles and concepts of accounting at an advanced
theoretical level. The emphasis is on critical analysis of the ideas on which ac-
counting practice is based along with an appreciation for the intellectual founda-
tions for those ideas. Prerequisite: ACC 333.

ACC 439. Special Topics in Accounting 4 hours

An intense study of diverse accounting topics under the direct supervision of
an accounting faculty member. Prerequisite: Permission of the instructor.

Allied Health Studies

Students who plan to attend professional schools of nursing, physical therapy,
occupational therapy, medical technology, or other allied health fields should plan
their programs at Oglethorpe with the assistance of the faculty member serving
as the Allied Health Advisor. The name of this advisor can be obtained at the
Registrar's Office.

Preparation for admission to an allied health education program typically fol-
lows one of two models. In the first model, students are admitted to an allied
health program after completing a group of required courses in specific academic

103

areas during two years of college study. For students pursuing this option, a mini-
mum of 64 semester hours credit earned at Oglethorpe and successful comple-
tion of the allied health education program in an accredited professional school
are required to earn the Bachelor of Arts degree with an individually planned
major. (See the description of the individually planned major below.) The sec-
ond model, which has become common practice in fields such as physical therapy
in the last decade, requires students to earn a bachelor's degree before being ad-
mitted to the allied health program. The degree awarded upon completion of the
allied health program is typically a master's or doctoral degree. Students inter-
ested in this option may find that one of the majors regularly offered at Oglethorpe
fulfills the admission requirements for the allied health program. In other cases,
an individually planned major can be designed to meet the admission require-
ments of the allied health program.

Students who are exploring careers in allied health fields can find additional
information about them at "A Gateway to Health Professions Websites" at http://
www.naahp.org and at http://www.ama-assn.org/ama/pub/category/2322.html.

American Studies

The interdisciplinary major in American studies is designed to provide stu-
dents with the opportunity to develop a systematic and in-depth understanding of
American culture. By combining American studies courses and courses from rel-
evant disciplines (history, literature, the arts, economics, and the social sciences),
students may explore the relationships of diverse aspects of American life. Stu-
dents also are able to pursue their special interests within American culture by
developing an "area of concentration" that provides a specific focus for much of
the work completed in fulfillment of major requirements.

In addition to introducing students to the field of American studies, the ma-
jor is designed to help students refine their fundamental intellectual skills, espe-
cially their writing and speaking skills. Skills of this sort will serve the student well
long after many specific facts, postulates, and theories have been forgotten. In
short, as is consistent with Oglethorpe's stated institutional purpose, the Ameri-
can studies program seeks to prepare humane generalists - individuals who pos-
sess those basic qualities so necessary for leadership in a rapidly changing world.
The degree awarded is the Bachelor of Arts.

Major

Requirements of the major include completion of the following seven courses:
ECO 223 United States Economic History
ENG 303 American Poetry
HIS 230 United States History to 1865
HIS 231 United States History Since 1865
HIS 331 The Age of Affluence: The United States Since 1945
SOC 202 The American Experience (to be taken in the freshman or

sophomore year)
One semester of a foreign language at the second semester elementary-
level or higher

104

Completion of five of the following courses also is required:

COM 340 Writing for Business and the Professions

ECO 224 Labor Economics

ECO 421 Money and Banking

ECO 425 Public Finance

EDU 101 Introduction to Education

ENG 314 Special Topics in Major British and American Authors

HIS 430 The American Civil War and Reconstruction

HIS 431 United States Diplomatic History

POL 201 Constitutional Law

POL 302 American Political Parties

POL 311 United States Foreign Policy

ULP 303 The New American City

SOC 201 The Family

Minor

Requirements for the minor include completion of The American Experi-
ence (to be taken in the freshman or sophomore year) and three of the following
five courses:

ECO 223 United States Economic History

ENG 303 American Poetry

HIS 230 United States History to 1865

HIS 231 United States History Since 1865

HIS 331 The Age of Affluence: The United States Since 1945

Art

In keeping with the concept of the liberal arts education, the art department's
curriculum is designed to give students the tools needed to express themselves,
think clearly, and help find their places in the world. The curriculum is unique in
the southeast for its emphasis on mastering the concepts and skills necessary to
draw, paint, and sculpt the human figure. Color theory, perspective, anatomy, and
art history are integrated to this goal. In addition, students are exposed to a wide
range of mediums, including drawing, painting, printmaking, sculpture, and pho-
tography.

This singular combination of courses makes the art major extremely valuable.
While students are learning to become proficient in art history, they are also re-
quired to become proficient in studio. This puts an unusual demand on students
in two different areas of their intuitive and analytical thinking. They are asked to
perform and comprehend right- and left -brain activities and to use a wide range
of knowledge and experiences.

The wide range of courses, as mentioned above, is open at the introductory
level to all students regardless of major or minor. Introductory-level courses em-
phasize the development of perception (learning to see); cognitive skills (applica-
tion of theories to visual phenomena); a sense of aesthetics (organization of the
parts for the larger whole); and technical skills (facility in manipulating tools).

Many courses are offered at the intermediate and advanced levels as well, in
some cases under the "Special Topics" heading. Intermediate-level courses build

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upon introductory-level course material, undertaking more complex thought pro-
cesses and approaches, while advanced-level courses emphasize individual inquiry
and original thinking.

Major

Students majoring in art must complete eight studio courses, two upper-level
art history courses, and one foreign language course at the second semester el-
ementary-level or higher, for a total of 1 1 courses and 44 semester hours. Require-
ments for the major in art include two drawing courses; three painting courses;
Anatomy For the Artist and Figure Drawing; Introduction to Photography; Mod-
ern Art History; either Introduction to Figure Sculpture, Special Topics in Studio:
Introduction to Printmaking, or Ways of Seeing; and one other upper-level art
history course. The degree awarded is the Bachelor of Arts.

The Scientific Illustration Track with Biological Science Emphasis and the
Scientific Illustration Track with Physical Science Emphasis are two programs
which enable the student to combine art major requirements and specific science
courses. These programs fulfill admission requirements for graduate school pro-
grams in medical and scientific illustration. A master's degree is necessary to
qualify for employment in these areas. The degree awarded is the Bachelor of
Arts.

Minor

For a minor in art students may have a concentration in studio or art history.
For both areas of concentration students must complete a total of five courses and
20 semester hours. Students with a concentration in studio must take four studio
courses and one upper-level art history course. Students may take up to three of
these studio courses in one discipline (for example, photography, drawing, paint-
ing, etc.) or in four different disciplines. At least two of these studio courses must
be in separate disciplines. For a concentration in art history students must take
four upper-level art history courses and one studio course.

ART 101. Introduction to Drawing 4 hours

This course is an introductory-level studio course which will focus on master-
ing the fundamentals of drawing. Working from observation in line and value,
students will develop an understanding of form and shape; volume and flatness;
spatial relationships; the basics of perspective and composition, and the materials
and techniques of drawing.

ART 102. Introduction to Painting 4 hours

This course is an introductory-level studio course which will focus on under-
standing and mastering the fundamentals of painting. Working from observa-
tion, this includes developing an understanding of color and color relationship;
form and shape; volume and flatness; the basics of composition, and the materials
and techniques of oil painting.

ART 103. Introduction to Figure Sculpture 4 hours

Working from the life model, students will convey their understanding of the
human form in clay. Planar structure, volume, proportion, and major anatomical
landmarks will be covered.

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ART 109. Introduction to Photography. 4 hours

Laboratory exercises, in-class lectures, critiques and assignments are designed
to develop an understanding of all aspects of photography, including composi-
tion and self expression. Emphasis will be on development of technical skills and
a personal direction in photography. Prerequisite: A fully manual camera - to be
brought to the first class meeting.

ART 110. Ways of Seeing 4 hours

This course systematically breaks down the vocabularies of art to their com-
ponent elements, studying how these elements work together to form visual lan-
guage. Problems in color and composition will be undertaken in a variety of media,
including ink, acrylic, and photography.

ART 111. Anatomy For the Artist aud Figure Drawing 4 hours

This course focuses on both the scientific and the aesthetic exploration of the
human body. Drawing from the life model, students will study form and function
of the skeletal and muscular systems, along with proportion and surface land-
marks. A variety of approaches to drawing and drawing materials will be covered.

ART 201. Intermediate Drawing 4 hours

This course explores drawing as a tool for perception and a means of self-
expression. Students will undertake advanced problems in drawing which build
upon concepts and techniques covered in Introduction to Drawing. These in-
clude problems involving the surface of the picture plane and the ground plane,
arrangements of elements in static and dynamic compositions and value pattern.
Prerequisite: ART 101 or ART 111.

ART 202. Intermediate Painting 4 hours

Students will build upon experiences in Introduction to Painting and under-
take more complex formal and personal issues in their work. They will be ex-
pected to master a wide range of visual vocabularies and approach painting from
a variety of aesthetic points of view. Imagery, realism, abstraction, expressionism,
and narration will be explored as students begin to develop individual direction
in their own work. Prerequisite: ART 102.

ART 203. Intermediate Figure Sculpture 4 hours

Working from the life model, this level of sculpture builds upon conceptual
and perceptual skills honed in Introduction to Figure Sculpture. Students are
expected to approach sculpting the human form from a variety of aesthetic points
of view, including realism, abstraction, and expressionism. Prerequisite: ART
103.

ART 205. Special Topics in Studio 4 hours

Studio exercises, in-studio lectures, outside assignments, and critiques are de-
signed to develop a basic understanding of various media, including printmaking
and various specialties of artists-in-residence.

ART 251. Special Topics in Art History 4 hours

An in-depth analysis of specific historical art periods will stress how major
artists and trends were influenced by their times. Discussion of important events
and ideas of significant individuals of the period will serve to provide the neces-

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sary background for a thorough comprehension of social and intellectual sources
of art. Prerequisite: COR 104.

ART 302. Advanced Painting 4 hours

Students will build upon prior experiences in Intermediate Painting and be
guided to set parameters for individual inquiry in their work. Emphasis will be on
personal imagery and control of formal issues to express the students' ideas. Each
student will be expected to develop ideas and themes in a cohesive body of work.
Prerequisite: ART 202.

ART 305. Advanced Special Topics in Studio 4 hours

This is an advanced level of Special Topics in Studio such as sculpture, photog-
raphy, drawing, printmaking, etc. Prerequisite: ART 205.

ART 350. Modern Art History 4 hours

An in-depth analysis of the art of the 19th and 20th centuries, stressing how
major trends and major artists were influenced by their times, this course will
begin with the advent of the Industrial Revolution and continue to the present. It
will focus on the art and ideas of Ingres, Manet, Monet, Van Gogh, Gauguin,
Cezanne, Picasso, Matisse, Dali, and Warhol. Prerequisite: COR 104.

ART 410. Internship in Art 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the High
Museum of Art, Nexus Contemporary Art Center, Atlanta International Museum,
and Vespermann Gallery. Graded on a satisfactory/unsatisfactory basis. Prereq-
uisites: Permission of the faculty supervisor and qualification for the internship
program.

Art - Dual Degree

Students seeking a broadly based educational experience involving the types
of programs generally found at a college of arts and sciences as well as the special-
ized training offered by a professional college may wish to consider the dual de-
gree program in art. Oglethorpe University and The Atlanta College of Art offer
a joint program for students interested in a career in the visual arts. The dual
degree program requires enrollment at Oglethorpe for two years followed by en-
rollment at The Atlanta College of Art for another two years and one summer.

The student is required to complete Fresh Focus, all of the core curriculum at
Oglethorpe (including Art and Culture), a foreign language course at the second
semester elementary-level or higher, and three courses in studio electives. Upon
successful completion of these courses, the student enrolls at The Atlanta College
of Art and completes 75 credit hours in studio and art history courses. Placement
in studio courses is dependent on a portfolio review.

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Upon completion of the joint program, the student receives the degree of
Bachelor of Arts from Oglethorpe and the degree of Bachelor of Fine Arts from
The Atlanta College of Art. Students participating in the dual degree program
must meet the entrance requirements of both institutions. Dual degree students
are advised at Oglethorpe by a faculty member in the field of visual arts.
Note: Dual-degree students in art may not use Oglethorpe financial aid assis-
tance to attend other institutions.

Biology

The curriculum in biology provides a foundation in both classical and con-
temporary biological concepts and prepares the student for continuing intellec-
tual growth and professional development in the life sciences. These goals are
achieved through completion of a set of courses that provide a comprehensive
background in basic scientific concepts through lectures, discussions, writing, and
laboratory work. The program supplies the appropriate background for employ-
ment in research institutions, industry, and government; the curriculum also pre-
pares students for graduate school and for professional schools of medicine,
dentistry, veterinary medicine, and the like. Students planning to attend graduate
or professional schools should recognize that admission to such schools is often
highly competitive. Completion of a biology major does not ensure admission to
these schools.

A grade of "C-" or higher must be obtained in each freshman- and sopho-
more-level science or mathematics course that is required for this major or minor;
these courses are numbered 100 through 300 in each discipline. A grade-point
average of 2.0 or higher is required in all courses required for the major.

Students who are interested in medical illustration are encouraged to con-
sider the Scientific Illustration Tracks that are offered within the art major.

Major

The requirements for a major in biology are as follows: in sequence, General
Biology I and II, Genetics, Microbiology, Comparative Vertebrate Anatomy, Hu-
man Physiology, plus three additional directed biology courses; General Chemis-
try I and II (with laboratories), Organic Chemistry I (with laboratory), either
Organic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with
laboratory); General Physics I and II; Statistics; and three semester hours of Sci-
ence Seminar. The degree awarded is the Bachelor of Science.

Minor

The requirements for a minor in biology are General Biology I and II, Genet-
ics, and Microbiology. Students minoring in biology are not exempt from the pre-
requisites for the biology courses and thus also will complete General Chemistry I
and II (with laboratories) and Organic Chemistry I (with laboratory and either
Organic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with
laboratory).

Note: Effective Spring Semester 2003, semester hour credit for biology classes
taken with their respective labs will total 5.

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BIO 101, BIO 102. General Biology I, II 4 plus 4 hours/5 plus 5 hours

An introduction to modern biology, these courses include the basic principles
of plant and animal biology, with emphasis on structure, function, evolutionary
rejationships, ecology, and behavior. Lecture and laboratory. Prerequisites: Pre-
calculus in high school or MAT 103. BIO 101 must precede BIO 102 and it is
recommended that the courses be completed in consecutive semesters. Students
who are majoring in biology must earn a grade of "C-" or higher in BIO 101
before taking BIO 102.

BIO 201. Genetics 4 hours/5 hours

An introduction to the study of inheritance. The classical patterns of Mende-
lian inheritance are related to modern molecular genetics and to the control of
metabolism and development. Lecture and laboratory. Prerequisites or corequisites:
BIO 102, CHM 102, CHM 201, and CHM 201L. A grade of "C-" or higher must be
earned in each of the prerequisite courses.

BIO 202. Microbiology 4 hours/5 hours

An introduction to the biology of viruses, bacteria, algae, and fungi. Consid-
eration is given to phylogenetic relationships, taxonomy, physiology, and economic
or pathogenic significance of each group. Lecture and laboratory. Prerequisites:
BIO 201, CHM 201, and CHM 20 1L, with a grade of "C-" or higher in each course.

BIO 251. Biology Seminar 1 hour

This course is open only to students who are majoring in biology who have
completed all of the first year course requirements in their major. The course is
designed to give practice in the preparation, delivery, and discussion of scientific
papers. One hour of credit is given per semester; the course may be scheduled at
any time after the student has completed the freshman-level requirements in the
major. Meetings of the biology seminar are held a minimum of twice each month
during the regular academic year. Each student is expected to prepare, deliver,
and defend a paper for at least one seminar meeting during the period of enroll-
ment; other seminar papers will be presented by invited speakers, including mem-
bers of the science faculty. Graded on a satisfactory/unsatisfactory basis during
semesters when a presentation is not given; the semester during which a presenta-
tion is given is letter-graded.

BIO 301. Comparative Vertebrate Anatomy 4 hours/5 hours

An intensive study of the structural aspects of selected vertebrate types. These
organisms are studied in relation to their evolution and development. The labora-
tory involves detailed examination of representative vertebrate specimens . Pre-
requisites: BIO 102, BIO 201, CHM 201, and CHM 201L. Completion of BIO 201
or CHM 201 and coregistration in the other may be acceptable with the permis-
sion of the instructor. A grade of "C-" or higher must be earned in each of the
prerequisite courses.

BIO 302. Human Physiology 4 hours/5 hours

A detailed analysis of human functions that deals primarily with the interac-
tions involved in the operation of complex human systems. Lecture and labora-
tory. Prerequisites: BIO 20 1 , CHM 20 1 , and CHM 20 1 L. A grade of "C-" or higher
must be earned in each of the prerequisite courses.

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BIO 310. Special Topics in Biology 1-4 hours/ 1-5 hours

Advanced course and laboratory work, including independent studies, in vari-
ous areas of biology. Approval by the student's faculty advisor and the chairper-
son of the department is required for off-campus activities. Prerequisite: Permission
of the instructor.

BIO 313. Embryology 4 hours/ 5 hours

A course dealing with the developmental biology of animals. Classical obser-
vations are considered along with more recent experimental embryology in the
framework of an analysis of development. In the laboratory, living and prepared
examples of developing systems in representative invertebrates and vertebrates
are considered. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of "C-"
or higher must be earned in each of the prerequisite courses.

BIO 316. Cell Biology 4 hours/ 5 hours

An in-depth consideration of cell ultrastructure and the molecular mecha-
nisms of cell physiology. Techniques involving the culturing and preparation of
cells and tissues for experimental examination are carried out in the laboratory.
Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of "C-" or higher must
be earned in each of the prerequisite courses.

BIO 326. Vascular Plants 4 hours/5 hours

The biology of vascular plants is considered at levels of organization ranging
from the molecular through the ecological. Studies of anatomy and morphology
are pursued in the laboratory, and an independent project concerning plant hor-
mones is required. Offered spring semester of even-numbered years. Prerequi-
sites: BIO 202, CHM 201, and CHM 201L. A grade of "C-" or higher must be
earned in each of the prerequisite courses.

BIO 413. Biochemistry 4 hours/5 hours

An introduction to the chemistry of living systems, this course will investigate
the synthesis, degradation, and functions of various molecules within living or-
ganisms. Central metabolic pathways and enzyme reaction mechanisms also will
be studied. Lecture and laboratory. Prerequisites: BIO 102, CHM 201, and CHM
20 1L with a grade of "C-" or higher in each course; recommended prerequisite:
CHM 310.

BIO 414. Molecular Biology and Biotechnology 4 hours/5 hours

This course is an introduction to the theory and practice of molecular bio-
science. Topics covered include the principles and processes of molecular biol-
ogy, DNA isolation and characterization, restriction enzyme analysis, cloning,
construction and selection of recombinants made in vitro and preparation and
analysis of gene libraries. Lecture and Laboratory. Prerequisites: BIO 202, CHM
201, CHM 20 1L and BIO 413 with a grade of "C-" or higher in each course.

BIO 416. Evolution 4 hours

A course dealing with the various biological disciplines and their meaning in
an evolutionary context. Also, a consideration of evolutionary mechanisms and
the various theories concerning them. Prerequisites: BIO 202, CHM 201, and CHM
20 1 L. A grade of "C-" or higher must be earned in each of the prerequisite courses.

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BIO 423. Ecology 4 hours/5 hours

A course dealing with the relationships between individual organisms and
their environments. The emphasis is on the development of populations and in-
teractions between populations and their physical surroundings. Lecture and labo-
ratory. Offered spring semester of odd-numbered years. Prerequisites: Junior or
senior standing and a declared biology major.

Business Administration

The business administration curriculum is designed to prepare students for ca-
reers as business leaders who will earn their livelihoods by discerning and satisfy-
ing people's wants and needs. Success in this endeavor requires 1) the ability to
think independently, 2) knowledge of business terminology and business institu-
tions, both domestic and international, and 3) communication skills. The ability
to think independently is enhanced through study of the courses in the core cur-
riculum. Courses in economics and the functional areas of business administra-
tion introduce the student to business institutions, terminology, and methods of
inquiry. Most business administration and economics courses have a communica-
tions component. These courses and the capstone course in Strategic Manage-
ment provide opportunity to develop and enhance thinking and communication
skills.

The program in business administration is also designed to give graduates a
solid foundation in the concepts and analysis of business functional areas that will
be needed for graduate study. Many graduates of this program go on to receive a
Master of Business Administration degree or a master's degree in a specific busi-
ness area.

In addition to preparing students for business careers and graduate school,
the program in business administration is valuable preparation for other careers.
Students learn administrative skills and methods of inquiry that are applicable in
governmental and non-profit organizations. Since much legal practice involves
businesses and a knowledge of business terminology and institutions, this major is
an excellent background for the study and practice of law.

Major

Students pursuing a Bachelor of Science degree must complete the follow-
ing requirements with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 219 Management Science

BUS 260 Principles of Management

BUS 310 Corporate Finance

BUS 350 Marketing

BUS 469 Strategic Management

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

MAT 1 1 1 Statistics

MAT 121 Applied Calculus

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In addition, the student must satisfy the Computer Applications Proficiency
Requirement. This can be done in one of three ways: 1) by assessment of skills
with the student's academic advisor, 2) by successful completion of Introduction
to Computer Applications Software, or 3) by successful performance on the com-
puter proficiency examination.

Finally, three additional advanced level courses must be successfully completed
at the 300 or 400 level in accounting, business administration, economics, and/or
computer science. These courses may be taken in a specific functional area as a
concentration or taken in different areas.

A concentration may be earned in the areas of finance, international business
studies, management, or marketing. Each concentration requires that the student
take at least nine credit hours of course work at the 300, 400, or MBA level in that
area. For a course to be included as part of a student's concentration, it must be
approved by the student's advisor.

Students who wish to take MBA-level courses as part of their concentration
must have 1) at least junior standing, 2) a cumulative grade-point average of 2.8,
and 3) written permission from the MBA director. In addition, there must be
sufficient space availability for undergraduate students. A student may take no
more than six credit hours of the concentration at the MBA level.

Minor

A minor in business administration is designed to provide the student with
an elementary foundation in the major disciplines within business administration.
It is a useful minor for students who wish to prepare for an entry-level position in
business while pursuing another major outside of business administration. It is
also useful for those who wish to continue work after graduation toward a Master
of Business Administration degree at Oglethorpe or elsewhere. The requirements
for a minor are the successful completion with a grade of "C-" or higher in each of
the following courses:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 260 Principles of Management

BUS 310 Corporate Finance

BUS 350 Marketing

ECO 121 Introduction to Economics

BUS 110. Business Law I 4 hours

This course is designed to give the student an awareness of a limited area of
those aspects of the law which will be needed in day-to-day dealings with the prob-
lems of business. Special emphasis is placed upon the law of contracts, negotiable
instruments, agency, and a study of the Uniform Commercial Code as it applies.

BUS 111. Business Law II 4 hours

This course is a study of partnerships, corporations, sales, bailments, security
devices, property, bankruptcy, and trade infringements. Prerequisite: BUS 110.

BUS 219. Management Science 4 hours

An introduction to operations research, model building, optimization, linear
programming, inventory models, and simulation. Major techniques and models
of quantitative analysis as applied to business are studied. Prerequisites: CSC 240,
MAT 111, and MAT 121.

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BUS 260. Principles of Management 4 hours

This course is an introduction to the principles of management and adminis-
tration. It includes the study of leadership, conflict resolution, decision making,
and the general functions of management in large and small organizations. Stu-
dents will use computers extensively to do active research, and will learn spread-
sheet and graphical tools to aid in the development of their decision-making skills.

BUS 310. Corporate Finance 4 hours

This course is a study of the basic principles of organizational finance and its
relation to other aspects of business management and to the economic environ-
ment within which the firm operates. Attention is given to basic financial con-
cepts, techniques of financial analysis, sources of funding, asset management,
capital budgeting, capital structure, cost of capital, time value of money, and fi-
nancial decision making under conditions of uncertainty. Prerequisites: ACC 231,
ECO 121, and MAT 111.

BUS 350. Marketing 4 hours

This course is concerned with the policies and problems involved in the op-
eration of market institutions. It will examine broad principles and concepts in-
volved in the operation of market planning, market segmentation, consumer
behavior, and product management, pricing, distribution, and promotion of goods
and services. Aspects of global marketing, current marketing topics, and ethical
and social responsibility issues in marketing are addressed. Prerequisites: ACC
231 and ECO 121.

BUS 352. Marketing Communications 4 hours

Principles, concepts, and practices relating to the various kinds of communi-
cations employed to disseminate information about products and services to po-
tential buyers are topics in this course. Communication methods to be studied
include advertising, personal selling, sales promotion, and public relations. The
behavioral aspects of both messages and media will be explored. Prerequisite:
BUS 350.

BUS 362. Human Resources Management 4 hours

In this course students will explore the perspectives and challenges of Human
Resources Management within the context of the emerging global economy. The
class will look at traditional HRM topics such as selection and compensation and
also at how students can manage their own human resource potential. Prerequi-
site: Bus 260.

BUS 370. International Business 4 hours

This course is designed to acquaint the student with the problems encoun-
tered in conducting business outside one's own country and to provide a basis for
evaluating the impact on business activities of changing economic, political, and
cultural factors. Cases will be used throughout the course to give the student expe-
rience with the problems and advantages of doing business across national fron-
tiers. A cultural diversity simulation game also will be used. Prerequisite: BUS
260.

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BUS 410. Advanced Corporate Finance 4 hours

As a continuation of Corporate Finance, topics in .lis course will include
capital budgeting, intermediate and long-term funding, current asset management,
working capital management, and dividend policy. Case studies will be used to
emphasize actual business situations and to focus on the comprehensive financial
management of the firm. Prerequisite: BUS 310.

BUS 411. Investments 4 hours

An introduction to the environment in which investment decisions are made.
Topics explored will include efficient markets, the capital asset pricing model,
term structure of interest rates, risk versus return, and performance measures.
Although the emphasis will be on stocks and bonds, other investments will be
discussed. Prerequisite: BUS 310.

BUS 456. Marketing Research 4 hours

This course is designed to explore topics such as the types of research, the
research process, research design, sampling procedures, data collection methods,
data analysis, and preparation and presentation of research findings. A research
project and presentation of findings is usually required in the course. Prerequi-
sites: BUS 350, CSC 240 or equivalent, and MAT 111.

BUS 461. Total Quality Management 4 hours

This course will explore major systematic approaches to Total Quality Man-
agement. Students will examine quality management from a "profound knowl-
edge" perspective (Deming, Pirsig, Goldratt), and will learn how to understand
quality as a concept for achieving effective management within a firm, and in
one's own life. Prerequisites: BUS 260 and MAT 111.

BUS 469. Strategic Management 4 hours

This course is the capstone integration course for the business program. Stu-
dents learn integrative thinking skills and strategic management tools through
both the reading of conceptual work and the extensive use of the case studies.
This course must be taken in residence in order to fulfill the requirements for a
degree in this major. Prerequisites: BUS 260, BUS 310, and BUS 350.

BUS 490. Internship in Business Administration 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at Office
Depot, the Metro Atlanta Chamber of Commerce, SunTrust Bank and the Atlanta
Thrashers. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis-
sion of the faculty supervisor and qualification for the internship program.

BUS 494. Independent Study in Business Administration 1-4 hours

Supervised research on a selected topic in business administration. Prerequi-
site: Permission of the instructor.

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BUS 495. Special Topics in Business Administration 4 hours

An intense study of diverse business topics under the direct supervision of a
business administration faculty member. Prerequisite: Permission of the instruc-
tor.

Business Administration and Behavioral Science

The interdisciplinary major in business administration and behavioral sci-
ence provides students with the knowledge and skills of the behavioral sciences as
they may be applied in the business world. The major helps to prepare students
for careers in business, especially those related to human resources, or institu-
tional administration such as hospitals. In addition, it is a useful major for con-
tinuing graduate study in business administration or applied psychology.

The major consists of nine required courses and four directed electives. The
four directed electives should be selected carefully with the assistance of a faculty
advisor and must be divided evenly between business administration courses and
courses in behavioral sciences. A grade of "C-" or higher in each course in the
major is required for completion of this major. The degree awarded is the Bach-
elor of Arts.

Requirements of the major include completion of the following courses:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 260 Principles of Management

BUS 350 Marketing

MAT 1 1 1 Statistics

PSY 204 Social Psychology

PSY 303 Psychological Testing

SOC 302 The Sociology of Work and Occupations

One semester of a foreign language at the second semester elementary-
level or higher
Two of the following behavioral science courses:

PSY 202 Organizational Psychology

PSY 203 Learning and Conditioning

PSY 205 Theories of Personality

PSY 301 Introduction to Quantitative Research Methods

SOC 308 Culture and Society
Two of the following business administration courses:

BUS 110 Business Law I

BUS 219 Management Science

BUS 310 Corporate Finance

BUS 352 Marketing Communications

BUS 362 Human Resources Management

BUS 456 Marketing Research

BUS 461 Total Quality Management

BUS 495 Special Topics in Business Administration: Entrepreneur-
ship and Innovation

BUS 495 Special Topics in Business Administration: Insights Into
Great Leaders in Action

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ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

ECO 224 Labor Economics
In addition, the student must satisfy the Computer Applications Proficiency
Requirement. This can be done in one of three ways: 1) by assessment of skills
with the student's academic advisor, 2) by successful completion of Introduction
to Computer Applications Software, or 3) by successful performance on the com-
puter proficiency examination.

Business Administration and Computer Science

The administration of business involves the collection, storage, analysis, and
reporting of large volumes of financial as well as non-financial data. By combin-
ing courses in business administration and computer science, this interdiscipli-
nary major acquaints students with the ways in which computer systems can assist
in carrying out the accounting, finance, marketing, and management functions of
business. An additional aim is to encourage innovative approaches to administra-
tion that would be impractical without the computational capacity of the com-
puter.

The interdisciplinary major in business administration and computer science
requires the completion of 1 1 specific courses plus three directed electives with a
grade of "C-" or higher in each course. In addition, the student must satisfy the
Computer Applications Proficiency Requirement. This can be done in one of three
ways: 1) by assessment of skills with the student's academic advisor, 2) by success-
ful completion of Introduction to Computer Applications Software, or 3) by suc-
cessful performance on the computer proficiency examination. The degree awarded
is the Bachelor of Science.

Requirements of the major include completion of the following courses:

Financial Accounting

Managerial Accounting

Principles of Management

Corporate Finance

Marketing

Strategic Management

Principles of Computer Programming in C++ or
Principles of Computer Programming in Java

Principles of File Processing in COBOL

Introduction to Economics

Applied Calculus

Statistics
Completion of three of the following courses also is required:

Introduction to Computer Applications Software or
Principles of Computer Programming in C++ or
Principles of Computer Programming in Java

Introduction to Data Structures in Ada

Principles of Object-Oriented Programming UsingC++

Assembly Language and Computer Architecture

Special Topics in Computer Science

117

ACC

230

ACC

231

BUS

260

BUS

310

BUS

350

BUS

469

CSC

243

CSC 244

CSC

344

ECO

121

MAT

121

MAT

111

lpletion of tl

CSC

240

CSC 243

CSC 244

CSC

342

CSC

440

CSC

441

CSC

442

Chemistry

The chemistry program covers four general areas of chemistry: inorganic,
organic, physical, and analytical. The first half of a student's chemistry curricu-
lum involves courses which present the fundamentals of the various areas. The
second half of the curriculum consists of advanced courses which cover special-
ized topics in chemistry. In addition to factual knowledge about chemistry, the
student gains an understanding about the scientific method and a systematic ap-
proach to research. A large portion of the chemistry curriculum includes labora-
tory courses. These courses teach the techniques and skills used in chemical
experimentation.

A student who has completed the Bachelor of Science program in chemistry
has several career options. These options include technical or analytical work in a
chemical laboratory and non-research positions in the chemical industry such as
sales or marketing. Another option is to enter a graduate or professional school.
Graduates interested in doing chemical research should pursue the M.S. or Ph.D.
degrees. Those interested in professions such as medicine or dentistry, would en-
ter the appropriate professional school after receiving the Bachelor of Science
degree. Lastly, the chemistry major is an excellent preparation for careers as di-
versified as patent law and teaching.

A grade of "C-" or higher must be obtained in each freshman- and sopho-
more-level science course that is required for this major or minor; these courses
are numbered 100 through 300 in each discipline. A grade-point average of 2.0 or
higher is required in all courses required for the major.

Students who are interested in scientific illustration are encouraged to con-
sider the Scientific Illustration Tracks that are offered within the art major.

Note: Effective Spring Semester 2003, semester hour credit for chemistry
lecture classes will total 4.

Major

The requirements for a major in chemistry are as follows: General Chemistry
I and II (with laboratories), Organic Chemistry I and II (with laboratories), El-
ementary Quantitative Analysis, Instrumental Methods of Chemical Analysis, Physi-
cal Chemistry I and II (with laboratory), Inorganic Chemistry (with laboratory),
Advanced Organic Chemistry, and Organic Spectroscopy.

Minor

The requirements for a minor in chemistry are as follows: General Chemistry
I and II (with laboratories), Organic Chemistry I and II (with laboratories), El-
ementary Quantitative Analysis (with laboratory), and one additional lecture course
in chemistry.

CHM 101, CHM 102. General Chemistry I, II .... 3 plus 3 hours/4 plus 4 hours

An introduction to the fundamental principles of chemistry, including a study
of the theories of the structure of atoms and molecules and the nature of the
chemical bond; the properties of gases, liquids, and solids; the rates and energet-
ics of chemical reactions; the properties of solutions; chemical equilibria; electro-
chemistry, and the chemical behavior of representative elements. Prerequisites:

118

MAT 102 and MAT 103 with a grade of "C-" or higher in each course. Corequisites:
CHM 10 1L and CHM 102L. A grade of "C-" or higher must be earned in CHM
101 before taking CHM 102.

CHM 10 1L, CHM 102L. General Chemistry Laboratory I, II 1 plus 1 hour

The laboratory course is designed to complement CHM 101 and CHM 102.
Various laboratory techniques will be introduced. Experiments will demonstrate
concepts covered in the lecture material. Corequisites: CHM 101 and CHM 102.

CHM 201, CHM 202. Organic Chemistry I, II .... 3 plus 3 hours/4 plus 4 hours

An introductory course in the principles and theories of organic chemistry.
The structure, preparation, and reactions of various functional groups will be
investigated. Emphasis will be on synthesis and reaction mechanisms. Prerequi-
sites: CHM 101 and CHM 102 with a grade of "C-" or higher in each course.
Corequisites: CHM 201LandCHM 202L. A grade of "C-" or higher must be earned
in CHM 201 before taking CHM 202.

CHM 20 1L, CHM 202L. Organic Chemistry Laboratory I, II 1 plus 1 hour

The laboratory course is designed to complement CHM 201 and CHM 202.
Various techniques, such as distillation, extraction, and purification, are studied
in the first semester. The second semester involves synthesis and identification of
a variety of organic compounds. Corequisites: CHM 201 and CHM 202.

CHM 301, CHM 302. Physical Chemistry I, II.... 3 plus 3 hours/4 plus 4 hours

A systematic study of the foundations of chemistry. Particular attention is
paid to thermodynamics, including characterization of gases, liquids, solids, and
solutions of electrolytes and nonelectrolytes; the First, Second, and Third Laws;
spontaneity and equilibrium; phase diagrams and one- and two-component sys-
tems; electrochemistry; and an introduction to the kinetic theory and statistical
mechanics. Additionally, both phenomenological and mechanistic kinetics are
presented, as is a brief introduction to quantum mechanics. Prerequisites: MAT
233, CHM 202, and PHY 102 with a grade of "C-" or higher in each course.

CHM 30 1L, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour

Intended to complement the physical chemistry lecture courses, these courses
provide the student with an introduction to physico-chemical experimentation.
Corequisite: CHM 301, 302.

CHM 310. Elementary Quantitative Analysis 3 hours/4 hours

An introduction to elementary analytical chemistry, including gravimetric
and volumetric methods. Emphasis is on the theory of analytical separations, solu-
bility, complex, acid-base, and redox equilibria. Intended for both chemistry ma-
jors and those enrolled in pre-professional programs in other physical sciences
and in the health sciences. Prerequisite: CHM 201 with a grade of "C-" or higher.

CHM 310L. Elementary Quantitative Analysis Laboratory 1 hour

Analyses are carried out in this course which illustrate the methods discussed
in CHM 310. Corequisite: CHM 310.

119

CHM 422. Instrumental Methods of Chemical Analysis 3 hours/4 hours

A discussion of the principles and applications of modern instrumentation
used in analytical chemistry. Methods discussed are primarily non-optical, includ-
ing an overview of electrochemistry; potentiometric methods, including use of
pH and other ion meters; electrogravimetry; coulometry; polarography;
amperometry; and gas- and liquid-chromatography. Offered spring semester of
odd-numbered years. Prerequisite: CHM 310 with a grade of "C-" or higher.

CHM 422L. Instrumental Methods Laboratory 1 hour

This laboratory accompanies CHM 422 and will consider the practical appli-
cations of modern instrumentation in analytical chemistry. Corequisite CHM 422.

CHM 424. Advanced Organic Chemistry 3 hours/4 hours

A discussion of selected reactions and theoi ies in organic chemistry. Empha-
sis is placed on reaction mechanisms and reactive intermediates encountered in
organic synthesis. Prerequisite: CHM 202 with a grade of "C-" or higher.

CHM 424L. Advanced Organic Chemistry Laboratory 1 hour

Intended to complement Advanced Organic Chemistry, this course will inves-
tigate general reactions and mechanistic principles in organic synthesis. The study
will require the multi-step synthesis of various organic molecules. Corequisite:
CHM 424

CHM 432. Inorganic Chemistry 3 hours/4 hours

A study of the principles of modern inorganic chemistry, including atomic
structure; molecular structure; ionic bonding; crystal structures of ionic solids, a
systematic study of the behavior of inorganic anions; coordination chemistry, in-
cluding structure and mechanisms of aqueous reactions; and acids and bases. Of-
fered spring semester of even-numbered years. Prerequisite or corequisite: CHM
302.

CHM 432L. Inorganic Chemistry Laboratory 1 hour

Intended to complement Inorganic Chemistry, this course provides experi-
ence in the methods of preparation and characterization of inorganic compounds.
Corequisite: CHM 432

CHM 434. Organic Spectroscopy 3 hours/4 hours

A course dealing with several spectroscopic methods as applied to organic
molecules. The principles and interpretation of ultra-violet, visible, infrared, mass,
and nuclear magnetic resonance spectra will be studied. Offered fall semester of
odd-numbered years. Prerequisite: CHM 202 with a grade of "C-" or higher.

CHM 434L. Organic Spectroscopy Laboratory 1 hour

Students enrolled in this course use various spectrometers for qualitative and
quantitative analysis. Corequisite: CHM 434

CHM 490. Special Topics in Chemistry 1-4 hours/ 1-5 hours

Advanced topics will be offered in the following fields: Organic Chemistry,
Organic Qualitative Analysis, Biochemistry, Theoretical Chemistry, and Advanced
Inorganic Chemistry. Prerequisite: Permission of the instructor.

120

CHM 499. Independent Study in Chemistry 1-4 hours/ 1-5 hours

This course is intended for students of senior standing who wish to do inde-
pendent laboratory and/or theoretical investigations in chemistry. Prerequisite:
Permission of the instructor.

Communications

Communications, as studied and taught at Oglethorpe, is rooted in the disci-
pline of rhetoric, one of the historical liberal arts. A background in rhetoric and
communications enables students to understand human beings as symbol users
who communicate in a variety of discourse communities and cultural contexts.
Communications encourages students to examine their own modes of communi-
cation and to analyze the communication of others, from individual utterances to
mass media broadcasts. Students learn strategies of rhetorical analysis to gener-
ate, evaluate, and revise documents that are responsive to designated audiences
and purposes.

A program in communications teaches students to express themselves effec-
tively in speech and in writing. Communications at Oglethorpe is a writing-inten-
sive program, which prepares graduates for careers and advanced study in
journalism, public relations, advertising, mass media, corporate communications,
and related fields. All majors receive hands-on experience in a communications
field of their choice through a required internship. A leading center for the com-
munications industry, Atlanta provides excellent opportunities for students to
explore their career options and apply their newly acquired skills.

Oglethorpe communications graduates are ready to face the challenges of
the 21 st century. These future leaders leave with the critical skills and insights
needed for success in their professions and lives. Students learn effective speak-
ing and writing skills as well as active problem-solving strategies through collabo-
rative efforts. The program encourages students to understand the new electronic
media, to develop ethical awareness and civic engagement, and to evaluate the
globalization of media and its effects on national and international communica-
tion.

All communications majors must complete a minor course of study, other
than writing, to enable them to apply their communication skills to a related body
of knowledge and to enhance career possibilities. Students are encouraged to
broaden their knowledge and skills through this required minor in such areas as
art, psychology, computer science, business administration, politics, and interna-
tional studies. The degree awarded is the Bachelor of Arts.

Major

The following courses are required:

COM 101 Theories of Communications

COM 110 Public Speaking I

COM 390 Special Topics in Communications

COM 401 Internship in Communications

One year of a foreign language at the first-year college level (or the
equivalent determined through testing)
One course selected from the following two:

COM 220 Investigative Writing

COM 221 Persuasive Writing

121

One course selected from the following two:

COM 240 Journalism

COM 340 Writing for Business and the Professions
Three courses selected from the following:

COM 1 1 1 Public Speaking II

COM 250 Broadcasting and the New Electronic Media

COM 380 Independent Study in Communications

COM 390 Special Topics in Communications

ENG 230 Creative Writing

ENG 231 Biography and Autobiography

ENG 331 Writing Prose, Fiction, and Nonfiction

WRI 381 Independent Study in Writing

WRI 391 Special Topics in Writing

Minor

A student may take a communications minor or writing minor, but not both.
For the requirements of the writing minor, please see the writing discipline in
alphabetical order below.

The following course is required:

COM 101 Theories of Communications
One course selected from the following two:

COM 220 Investigative Writing

COM 221 Persuasive Writing
Three courses selected from the following:

COM 1 1 1 Public Speaking II

COM 240 Journalism

COM 250 Broadcasting and the New Electronic Media

COM 340 Writing for Business and the Professions

COM 390 Special Topics in Communications

COM 401 Internship in Communications

WRI 391 Special Topics in Writing

COM 101. Theories of Communications 4 hours

This course offers a general introduction to the study of individual, group,
and mass media-based communications. Emphasis is placed on the fundamental
ways humans communicate (verbally, nonverbally, and in writing) and involves
investigation of the purposes for, and techniques used in, many forms of commu-
nication.

COM 110. Public Speaking I 4 hours

This course is designed to develop and enhance students' ability to communi-
cate effectively to any audience. Students will deliver both prepared and impromptu
speeches. They will give humorous and inspirational speeches as well as informa-
tional speeches focusing on organization and the use of visual aids. Students
develop all the tools necessary to effectively communicate their voice, their ges-
tures, their body language, and their eye contact. They will receive timely written
and oral feedback from the instructor. Speeches will be videotaped and critiqued.
The goal is to become a more polished and confident speaker.

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COM 111. Public Speaking II 4 hours

This course develops communication skills gained in Public Speaking I. Stu-
dents will learn to convey their messages directly, confidently, and persuasively.
Students will practice delivering persuasive speeches for a variety of occasions
from the classroom to the boardroom. They will learn to make the closing argu-
ment to the jury, to field the difficult interview question, to close the sale, to give
the congratulatory toast, and to deliver the inspirational speech. Speeches will be
videotaped and critiqued. Prerequisite: COM 110.

ARC 201. Seminar for Student Tutors 1 hour

Peer tutors at the Academic Resource Center spend two hours per week assist-
ing other students, individually or in groups, with course material, papers, and
preparation for examinations. In addition, they participate in support and train-
ing meetings with the ARC directors and with instructors of the courses in which
they tutor. They discuss how to work with texts in different disciplines, encourage
study group members to help each other learn, and foster student engagement
with and assimilation of course content. Prerequisites: Permission of the instruc-
tor and Associate Provost for Student Achievement.

COM 220. Investigative Writing 4 hours

This expository writing course is designed to develop research and writing
skills. Emphasis will be on learning a wide range of library and Internet-based
research techniques and purposefully presenting information to a variety of audi-
ences in appropriate format and style. Students will be asked to define their own
investigative projects, and to analyze and revise their own writing. Investigative
Writing or Persuasive Writing is a prerequisite for upper-level communications
courses. Prerequisites: COR 101 and COR 102.

COM 221. Persuasive Writing 4 hours

This course is designed to develop sophisticated strategies of persuasion for
analyzing and generating arguments responsive to targeted audiences in a variety
of contexts, including civic, professional, and academic. Students will learn both
classical and contemporary strategies of persuasion. Emphasis will be on present-
ing clear, coherent, and logical arguments. Students will be asked to define their
own projects within assigned contexts. Students will evaluate their own and oth-
ers' writing to enable the revision process. Investigative Writing or Persuasive
Writing is a prerequisite for upper-level communications courses. Prerequisites:
COR 101 and COR 102.

COM 240. Journalism 4 hours

This course teaches the fundamentals of journalistic news writing and report-
ing. From interviews to the Internet, students will learn how to gather information
from a variety of sources and write stories using different types of leads, endings,
and structures. They will also engage in a critique of today's journalistic practices.
Prerequisites: COM 101 and COM 220 or COM 221.

COM 250. Broadcasting and the New Electronic Media 4 hours

This course is designed to introduce students to the economic, regulatory,
and creative forces that affect the broadcast industry. The course will raise theo-

123

retical questions and practical concerns about the different types of media (TV,
radio, and the Internet) that deal with the electronic transmission of information.
Students will analyze and engage in the genres through which this information is
transmitted (for example, radio programs and TV news scripts). Prerequisites:
COM 101 and COM 220 or COM 221.

COM 340. Writing for Business and the Professions 4 hours

A course for students who have mastered the basic skills and insights of writ-
ing and who wish to improve their ability to write clear, concise, persuasive prose
designed for audiences in business and the professions. Students are required to
write a variety of texts, such as proposals, progress reports, recommendation re-
ports, and manuals. Other elements of the course may include desktop publishing
and oral presentations. Prerequisites: COM 101 and COM 220 or COM 221.

COM 380. Independent Study in Communications 1-4 hours

Supervised independent communications project. Prerequisites: Permission
of the instructor, and the student must be pursuing a major in communications.

WRI 381. Independent Study in Writing 1-4 hours

Supervised independent writing project. Prerequisites: Permission of the in-
structor and the student must be pursuing a minor in writing or a major in com-
munications.

COM 390. Special Topics in Communications 4 hours

This advanced course will examine selected topics in journalism, communica-
tions, or media studies, such as The New Journalism, Global Communications,
Civic Literacy, Gender and Communication, or Reading Television. Prerequi-
sites: COM 101 and COM 220 or COM 221.

WRI 391. Special Topics in Writing 4 hours

Study of a selected topic in the field of writing, such as Scientific and Techni-
cal Writing, Oral History, Contrastive Rhetoric and Analytical Writing, Writing
for Educators, or The Art of the Essay. The topic will vary from year to year and
may be offered by communications or English faculty. Prerequisites for special
topics taken with communications faculty: COM 101 and COM 220 or COM 221.

COM 401. Internship in Communications 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An internship for the writing
minor must be writing intensive. An extensive list of internships is maintained by
the Career Services Office, including opportunities at CNN, Fox 5, Pineapple
Public Relations, Carrol/White Advertising, and Atlanta Journal Constitution.
Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the
faculty supervisor and qualification for the internship program.

124

Computer Science

Minor

A minor in computer science consists of five computer science courses, one
of which must be Principles of Computer Programming in Java or Principles of
Computer Programming in C++, and no more than two of which may be below the
300 level. Internship in Computer Science may not be used as one of the five
courses in a computer science minor.

CSC 240. Introduction to Computer Applications Software 4 hours

This course introduces the student to the major types of computer applica-
tions software, including word processing, electronic spreadsheets, database man-
agement, graphics, and presentation software. A predominant emphasis is on the
construction of significant applications systems, including integrating various ap-
plications, transferring data among applications, and custom programming. The
student will use microcomputer software such as Microsoft Office Professional,
which includes Word, Excel, Access, PowerPoint, and Visual BASIC.

CSC 243. Principles of Computer Programming in C++ 4 hours

This course introduces the student to the fundamental techniques of problem
solving and algorithm construction within the context of the C++ programming
language. The student will design and complete several substantial programming
projects, most having significant mathematical content. Topics include data types,
control structures, file manipulation, functions, parameters, structures, unions,
classes, arrays, dynamic data structures, abstract data types, object-oriented pro-
gramming, and separate compilation units. Prerequisite: MAT 102 or by examina-
tion.

CSC 244. Principles of Computer Programming in Java 4 hours

This- course introduces the student to the fundamental techniques of problem
solving and algorithm construction within the context of the Java programming
language. The student will design and implement several substantial program-
ming projects, most having significant mathematical content. Topics include data
types, control structures, file manipulation, functions, parameters, classes, arrays,
dynamic data structures, object-oriented programming, separate compilation units,
HTML, and World Wide Web programming. Prerequisite: MAT 102 or by exami-
nation.

CSC 342. Introduction to Data Structures in Ada 4 hours

This courses uses Ada language constructs to introduce the student to the
important concepts of static and dynamic data representation, which, along with
effective algorithm development, are essential components of successful computer
program development. Topics include arrays, records, files, pointers, linked lists,
stacks, queues, priority queues, sets, trees, b-trees, strings, abstract data types,
sorting and searching techniques, and implementation procedures. Prerequisite:
CSC 243 or CSC 244.

CSC 344. Principles of File Processing in COBOL 4 hours

This course provides an accelerated introduction to the COBOL language
and to standard techniques for managing data in computer files. Students will use

125

COBOL to program solutions to problems which arise predominantly, though not
exclusively, in business environments. Topics include file creation and updating,
merging and searching, report generation, subprograms, separate compilation
units, interactive programming, sequential, indexed, and relative files, and elemen-
tary concepts of database management. Prerequisite: CSC 243 or CSC 244.

CSC 440. Principles of Object-Oriented Programming Using C++ 4 hours

This course includes a comprehensive treatment of the C++ programming
language, using the object-oriented methodology. Fundamental C++ programming
constructs will be discussed, including native types, control structures, functions,
parameters, pointers, structures, unions, classes, file manipulation, arrays, dynamic
data structures, and separate compilation units. In addition, the student will study
such important object-oriented notions as objects, constructors, parametric
polymorphim, and exceptions. Prerequisite: CSC 243 or CSC 244.

CSC 441. Assembly Language and Computer Architecture 4 hours

This course provides a concentrated introduction to assembly language pro-
gramming for the 8086/8088 family of microprocessors and to the architecture
embodied in those processors. Special attention will be given to implementing the
familiar control structures of a high-level language using assembly language's much
more restricted instruction set, and to the problems of decimal and floating point
numeric representation, conversions, and computations. Topics include structured
programming, control structures, object library maintenance, macro program-
ming, interrupts, registers, buses, bit manipulation, memory management, input/
output file manipulation, strings, and interfacing with high-level languages. Pre-
requisite: CSC 243 or CSC 244.

CSC 442. Special Topics in Computer Science 4 hours

This course focuses on a variety of timely concepts and useful language envi-
ronments. Current topics include artificial intelligence, machine simulators, com-
piler and assembler construction, computer-aided instruction, graphics, database
management, computer architecture, operating systems, and systems program-
ming. These topics may be examined in the context of languages such as Ada,
assembly language, COBOL, C++, Forth, LISP, Logo, Pascal, Scheme, Visual BA-
SIC, and applications software. Prerequisite: CSC 342 or CSC 344.

CSC 443. Independent Study in Computer Science 1-4 hours

Supervised research on a selected topic in computer science. Prerequisite:
Permission of the instructor.

CSC 446. Internship in Computer Science 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at Array
Computer Technologu s, the Nwoko Group, and the Catapult Group. Graded on a

126

satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi-
sor and qualification for the internship program.

Economics

Economics is a way of thinking based on the premise that individuals make
decisions that advance their own interests. From this premise, economics attempts
to understand individual behavior and the social order that results from the inter-
action of many individual decision-makers along with evaluating the resulting so-
cial order.

There are three aspects of economic study that are related to citizenship and
careers. First, the attempt to predict individual behavior results in the derivation
of several economizing principles that are useful in business practice. Second,
much of the interaction of individuals is in the form of exchanges in markets.
Knowledge of how markets function is helpful both to business people and voters
who will make decisions about such market-related economic matters as taxes,
interest ceilings, minimum wages, and public utility rates. Third, the practice in
evaluating different social orders leads students to replace their unschooled opin-
ions about complex situations with disciplined thought. This major is useful for
those who plan careers in business, law, politics, government, or religion.

Major

Students pursuing a Bachelor of Science degree must complete the following
requirements with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 219 Management Science

BUS 260 Principles of Management

BUS 310 Corporate Finance

BUS 350 Marketing

BUS 469 Strategic Management

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

MAT 1 1 1 Statistics

MAT 1 2 1 Applied Calculus
In addition, the student must also complete three additional electives in eco-
nomics and satisfy the Computer Applications Proficiency Requirement. This can
be done in one of three ways: 1) by assessment of skills with the student's aca-
demic advisor, 2) by successful completion of Introduction to Computer Applica-
tions Software, or 3) by successful performance on the computer proficiency
examination.

Major

Students pursuing a Bachelor of Arts degree must complete the following
requirements with a grade of "C-" or higher:
BUS 219 Management Science
ECO 121 Introduction to Economics
ECO 221 Intermediate Microeconomics

127

ECO 222 Intermediate Macroeconomics

MAT 111 Statistics

MAT 121 Applied Calculus

One semester of a foreign language at the second semester elementary-
level or higher
In addition the student must also complete four additional electives in eco-
nomics and satisfy the computer applications proficiency requirement. This can
be done in one of three ways: 1) by assessment of skills with the student's aca-
demic advisor, 2) by successful completion of Introduction to Computer Applica-
tions Software, or 3) by successful performance on the computer proficiency
examination.

Minor

Students desiring to minor in economics must complete the following courses
with a grade of "C-" or higher:

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics
In addition the student must complete two additional electives in economics.

ECO 121. Introduction to Economics 4 hours

This course is designed to familiarize the student with basic economic prin-
ciples and concepts. The student will be introduced to a few key economic prin-
ciples that can be used in analyzing various economic events. The materials will
include a history of economic thought, monetary and financial economics, and
supply and demand analysis.

ECO 221. Intermediate Microeconomics 4 hours

This course develops the economic principles necessary to analyze and inter-
pret the decisions of individuals and firms with respect to consumption, invest-
ment, production, pricing, and hiring. The principles are used to understand the
behavior of business firms and public policy-making institutions. Prerequisites:
ECO 121 and MAT 121.

ECO 222. Intermediate Macroeconomics 4 hours

This course examines the goals of economic policy and the policy instru-
ments available to achieve those goals. Attention is given to both monetary and
fiscal policy along with the theory and measurement of national income, employ-
ment, and price levels, and the international implications of economic policy. Pre-
requisite: ECO 121.

ECO 223. United States Economic History 4 hours

This course will study the origin and growth of the American economic sys-
tem from pre-colonial through the 20 th century. The course traces the develop-
ment of the evolution of American agricultural, commercial, manufacturing,
financial, labor, regulatory, and technological sectors. Prerequisite: ECO 121.

ECO 224. Labor Economics 4 hours

This course will be a comprehensive study of the cause and effect relationship
between work and income. It will examine labor market structures, human capital

128

theory, union-management relations, labor history, economic policy, and earning
profiles by gender and race. Prerequisite: ECO 121.

ECO 324. History of Economic Thought 4 hours

This course is a study of the major writers and schools of economic thought,
related to the economic, political, and social institutions of their times: the Medi-
eval, Mercantilist, Physiocrat, Classical, Marxist, Historical, Neoclassical, Institu-
tionalist, Keynesian, and post-Keynesian schools. Prerequisite: ECO 121.

ECO 327. Economic Development 4 hours

This course is a study of the economic, social, and political factors that ac-
count for the contrast between the economic stagnation in much of the world and
the steadily rising incomes in the United States, Europe, and Japan. General prin-
ciples are applied to the development experience of selected countries in the his-
torically less-developed world and the formerly centrally-planned economies of
Eastern and Central Europe. Prerequisite: ECO 121.

ECO 421. Money and Banking 4 hours

This course will study the role of private financial institutions and the Fed-
eral Reserve System in the creation of the nation's money supply and the theory
that links the money supply to the nation's inflation rate and output level. Addi-
tional topics are the international payments mechanism, capital flows, the deter-
mination of exchange rates, and the use of a common currency by several countries.
Prerequisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet soft-

ECO 423. International Economics 4 hours

This course is a study of international trade and finance. The microfoundations
of the course will address why countries trade, why special interest groups fight
international trade, regional specialization, international agreements on tariffs
and trade, and national commercial policies. The macrofoundations of the course
will focus on exchange rates, balance of payments, international investments, and
coordination and cooperation of international monetary and fiscal policies. Pre-
requisites: ECO 221 and ECO 222.

ECO 425. Public Finance 4 hours

An analysis of the impact of federal, state, and local government expendi-
tures, revenues, debt management, and budgeting on the allocation of resources,
the distribution of income, the stabilization of national income and employment,
and economic growth. Topics will include expenditure patterns, tax structure, ben-
efit-cost analysis, policy analysis, and microeconomic and macroeconomic theo-
ries of public expenditures and taxation. Prerequisites: ECO 221 and ECO 222.

ECO 426. Internship in Economics 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the Fed-

129

eral Reserve Bank and Prudential Securities. Graded on a satisfactory/unsatisfac-
tory basis. Prerequisites: Permission of the faculty supervisor and qualification
for the internship program.

ECO 427. Independent Study in Economics 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

ECO 428. Special Topics in Economics 4 hours

An intense study of diverse topics under the direct supervision of an econom-
ics faculty member. Prerequisite: Permission of the instructor.

Education

Studies in education at Oglethorpe include undergraduate courses and the
Master of Arts in Teaching Early Childhood Education Program.

Grounded in the liberal arts tradition, the education program emphasizes
strong academic preparation and the notion of teacher as learner. Teacher educa-
tion at Oglethorpe University is designed to challenge students to think critically
about issues in education, to be informed decision makers, and to become change
agents in their schools. The program also has strong connections to the Atlanta
community, both urban and suburban. Oglethorpe is committed to preparing teach-
ers for the variety of settings and diverse populations of metropolitan schools.

EDU 101. Introduction to Education 4 hours

A study of the historical development, the philosophy, and the political and
social issues underlying the American educational system and the teaching profes-
sion. Provision is made for classroom observation in public schools in the Atlanta
area.

EDU 201. Educational Psychology 4 hours

A study of learning theory and its application to such problems as classroom
management, the organization of learning activities, understanding individual
differences, and evaluating teaching and learning. Emphasis is given to factors
which facilitate and interfere with learning. Prerequisite: PSY 101 with a grade of
"C" or higher.

EDU 302. Secondary Curriculum 4 hours

This course examines the nature and goals of secondary education and vari-
ous secondary curriculum theories. Students develop lesson plans and a unit of
study. Provision is made for students to observe classrooms in the Atlanta area.
Prerequisite: Admission to the Teacher Education Program.

EDU 323. Teaching Language Arts and Reading: Grades 7-12 4 hours

The NCTE/IRA Standards for Teaching the English Language Arts form a
basis for this course which is designed to prepare English majors to teach reading,
literature, and writing in grades seven through twelve. The course examines lan-
guage processes at a theoretical level, then focuses on methods, materials, and
pedagogical procedures for effective teaching of the English language arts with
emphasis on a literature-based approach and integration of reading and writing.

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Field experiences will allow students to implement what they are learning. Prereq-
uisites: EDU 201 and admission to the Teacher Education Program.

EDU 326. Teaching Social Studies: Grades 7-12 4 hours

This course examines social studies in grades seven through twelve through a
constructivist perspective. This perspective recognizes that the goal of social stud-
ies education is to actively engage students in the construction and relating of
knowledge, to advance the freedom of individuals, and to provide and promote
an aimosphere of experimentation. Social studies is presented as a product and as
a process within and outside the school setting. Students apply the national stan-
dards of social studies to the curriculum, and interpret and use the synoptic method
of social studies as a way to develop, connect, and extend sociocultural experi-
ences, which support citizenship. In addition, students review, critique, and re-
port current studies and perspectives in social studies which ground components.
Prerequisites: EDU 201 and admission to the Teacher Education Program.

EDU 401. The Exceptional Child 4 hours

This course is designed to assist regular classroom teachers in the identifica-
tion and education of children who have special needs. In addition to characteris-
tics of special learners, students will study topics such as the referral process,
educational approaches for use with special learners, methods of diagnostic teach-
ing, mainstreaming, and inclusion. Prerequisites: EDU 201 and admission to the
Teacher Education Program.

EDU 412. Teaching Mathematics: Grades 7-12 4 hours

This course is designed to prepare teachers to plan and teach mathematics in
grades seven through twelve. The NCTM Curriculum and Evaluation Standards
are emphasized. Experience in high school mathematics classes is included. Pre-
requisites: EDU 201 and admission to the teacher education program.

EDU 415. Teaching Science: Grades 7-12 4 hours

This course examines the rationale, curricula, teaching methods, and materi-
als for teaching science in the high school. Emphasis is placed on a hands-on,
discovery approach to teaching. National standards for the teaching of science are
addressed. Experience in high school science classes is included. Prerequisites:
EDU 201 and admission to the Teacher Education Program.

EDU 479. Secondary Student Teaching and Seminar 16 hours

Student teaching is the culminating experience in the teacher education pro-
gram. For an entire semester the student participates in a high school classroom
in the Atlanta area under the supervision of a qualified supervising teacher. This
is designed to promote gradual introduction to responsible teaching, including
participation in the supervising teacher's usual daily responsibilities and extracur-
ricular activities. A weekly seminar on the University campus focuses on class-
room management strategies and professional issues. Prerequisites: Approval,
Opening of School Experience, completion of all other course requirements, and
passing scores on the Praxis II test(s) required for certification in the content
field.

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Education Master of Arts in Teaching-
Early Childhood Education

The Master of Arts in Teaching Early Childhood Education (grades P-5) Pro-
gram at Oglethorpe University is based on a commitment to a broad liberal arts
background as the best content preparation for teaching and to preparing teach-
ers for the diverse schools of the 21" century. The program offers both the Master
of Arts in teaching degree and initial certification for early childhood educators.
Successful completion of the program is necessary to obtain recommendation for
a teaching certificate.

Admission

Application forms may be obtained from the Division of Education. To be
admitted to the graduate program, applicants must meet the following admission
criteria:

1. Completion of a bachelor's degree at a regionally accredited institution.
Oglethorpe undergraduate students may be able to "bridge" into the
Master of Arts in Teaching Early Childhood Program in the final semes-
ter of their senior year.

2. A minimum undergraduate grade-point average of 2.8 from all college
work.

3. Prerequisites as follows:

Two courses in humanities (including English composition)

Two courses in social studies

Two courses in mathematics (including College Algebra and one

course beyond)

Two courses in laboratory science

Two courses in the arts

EDU 101 Introduction to Education

EDU 201 Educational Psychology

EDU 401 The Exceptional Child

PSY 201 Child and Adolescent Psychology

4. A passing score on all sections (reading, writing, and mathematics) of
the Praxis I Pre-Professional Skills Test (PPST) developed and adminis-
tered by Educational Testing Service. Applicants are exempt from this
requirement if they have earned qualifying scores on any of these tests:

SAT total score 1000, with at least 480 verbal and 520 mathematical

ACT total score 22, with at least 21 verbal and 22 mathematical

GRE total score 1030, with at least 490 verbal and 540 quantitative

5. A combined score of 1000 on the verbal and quantitative portions of the
GRE, with a minimum of 500 on the verbal section.

6. A 500- to 1000-word written statement describing experiences in working
with children or youth as, for example, a tutor, camp counselor, day care
worker, church school teacher, substitute teacher, or volunteer working
with children.

7. Three letters of recommendation, including one from a faculty advisor,
one from another university professor, and one from a supervisor in a
work or volunteer setting.

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Note: Admission to the graduate program does not imply acceptance as a candi-
date for the master's degree. See Admission to Candidacy below.

Program Completion Requirements

Candidates for the degree and initial certification must meet the following
requirements:

1. Maintain a cumulative grade-point average of 3.0 or higher for all work
taken at Oglethorpe.

2. Complete all courses in the Master of Arts in Teaching Early Child-
hood Education Program with a grade of "C" or higher.

3. Complete 50 hours of field experience during fall and spring enroll-
ment in the program and a semester-long student teaching experience -
EDU 619 Student Teaching and Capstone Seminar.

4. Pass the appropriate Praxis II tests prior to enrolling for EDU 619 Stu-
dent Teaching and Capstone Seminar.

5. Complete EDU 619 Student Teaching and Capstone Seminar success-
fully. In order to enroll, students must show proof of liability insurance
and sign the "Personal Affirmation," affirming their legal status and
giving the Georgia Professional Standards Commission the right to per-
form a background check, if required. Student teaching placement in
some school districts may also require a background check and/or fin-
gerprinting.

6. Compile and successfully present an electronic professional portfolio.
In this portfolio, candidates must demonstrate their knowledge base for
each of the 10 INTASC standards.

Admission to Candidacy

Graduate students must be admitted to candidacy before enrolling for EDU
619 Student Teaching and Capstone Seminar. The candidacy application must be
filed with the Chair of the Division of Education. Admission to candidacy may be
given or denied following a careful review of all work of the student, including
participation in field experience. Notice of action taken on the candidacy appli-
cation will be given in writing to the student.

Residence

At least 30 semester hours of graduate work must be completed at Oglethorpe
University.

Transfer Credit

The Master of Arts in Teaching Early Childhood Education Program at
Oglethorpe is unique in both conception and implementation. For this reason,
only limited transfer credit is possible. A maximum of six semester hours of credit
may be transferred from another accredited graduate institution subject to the
following conditions:

1. Transfer credit may be awarded for courses that are comparable to Cul-
tural Psychology, Assessing Teaching and Learning, and/or Technology
of Teaching if the student has received InTech certification. Transfer
credit cannot be accepted for other courses.

2. Determination of transfer credit is made by the Chair of the Division of

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Education in consultation with the student's advisor. The student must
present a catalog course description for the requested course. Work al-
ready applied toward another degree cannot be accepted.

3. Work must have been completed within the previous six years and must
have been applicable toward a graduate degree at the institution where
the credit was earned.

4. Acceptance of transfer credit does not reduce the residency requirement.

5. An official transcript showing the credits to be transferred must be on
file in the Registrar's Office. A copy of the transcript should be attached
to the request.

6. Under no circumstances may credit earned through correspondence or
online courses be applied toward satisfaction of degree requirements.

Advisement and Registration

Upon admission to the graduate program, each student is assigned to a mem-
ber of the faculty of the Division of Education who serves as advisor to guide the
student in planning the program of study. Registration dates for each semester
are listed in the Academic Calendar in this Bulletin. Preregistration occurs in
November for the spring semester and in April for the summer and fall semesters.
Students must meet with their advisors to plan for registration for courses.

Course Load

A full-time course load for graduate students is 12 semester hours or three
courses.

Tuition and Fees

An application fee (non-refundable) of $35 must accompany the application.
Tuition is charged on a per-course basis. All fees are subject to change. Please
direct inquiries regarding current fees to the Business Office. An application for
degree must be made by mid-October in the Registrar's Office prior to comple-
tion of degree requirements the following December, May, or August, at which
time an $85 degree completion fee is due.

Academic Standards

Candidates for the master's degree must meet the following academic stan-
dards:

1. The student's overall grade-point average for work in the graduate pro-
gram must be 3.0 or higher.

2. If in any case the candidate fails to maintain satisfactory academic and
professional standards, a review by the Teacher Education Council will
determine the student's continuation in the program.

3. Any student who falls below a 3.0 grade-point average or has a total of
two course grades of "C" or below will be placed on academic probation.
A student who received a third grade of "C" or less or who does not
achieve a 3.0 grade-point average upon completion of three additional
graduate courses will be dismissed from the program.

EDU 601. Exploring Constructivist Teaching and Learning 4 hours

The purposes of this course, the first in the Master of Arts in Teaching pro-
gram sequence, are to explore the historical and philosophical foundations of

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constructivist teaching and learning and to provide learners with pedagogical skills
to plan, implement, and assess inquiry-based instruction. Students will engage in
regular and systematic reflection on their developing knowledge and then apply
their knowledge in field-based classroom experiences in diverse settings.

EDU 602. Cultural Psychology 4 hours

Cultural psychology is an interdisciplinary field between psychology and an-
thropology. It focuses on the ways in which culture and mind, and more specifi-
cally, culture and self, mutually constitute each other. Therefore, cultural
psychology primarily addresses how the mutual constitution of culture and self
has implications for cross-culturally divergent psychological patterns in cognition,
emotion, motivation, moral reasoning, and psychopathologies.

EDU 603. Assessing Teaching and Learning 4 hours

This course provides an introduction to the concepts and skills needed to
develop paper-and-pencil and performance assessments for formative and
summative classroom evaluation. Planning student evaluations, coordinating evalu-
ations with objectives, item development, item analysis, relating evaluation to in-
struction, grading, and reporting achievement outcomes to students, parents, and
school personnel are discussed.

EDU 604. Technology of Teaching 4 hours

The purposes of this course are two: 1) to prepare prospective teachers to
meet the Georgia technology standards for educators, and 2) for these prospective
teachers to learn to integrate technology into meaningful learning experiences for
the students they will teach. To accomplish these goals, students in the course will
learn to use technology as a tool for designing and conducting learning projects in
which inquiry is the means of investigation.

EDU 611. Arts of Diverse Peoples 4 hours

This course provides future teachers with an appreciation and understanding
of the arts disciplines of music, visual art, dance, and theatre as a means to under-
stand self, others, and the human condition. It also offers students an opportu-
nity for personal inquiry experiences and skill development in the arts so that
they feel prepared to incorporate study of the arts into their classrooms. Students
will engage in regular and systematic reflection on their developing knowledge
base. Students will also apply their knowledge in field-based classroom experi-
ences in diverse settings.

EDU 612. Literacy and Literature 4 hours

This course prepares students to be literacy teachers in diverse early child-
hood classrooms. The course includes methods of literacy instruction and explo-
rations in literature from various cultural perspectives. Students will engage in
regular and systematic reflection on their developing knowledge base and apply
their knowledge in field-based classroom experiences in diverse settings.

EDU 613. Studies of Diverse Cultures 4 hours

This course includes exploration of social studies content and methods for
teaching social studies in early childhood education. From a variety of perspec-

135

tives, students will examine the types of questions social scientists ask about hu-
man experience, institutions, and interactions. In the course, prospective teach-
ers will use appropriate methods of inquiry to investigate some of those questions.
They will engage in regular and systematic reflection on their developing knowl-
edge base and then apply that knowledge in field-based classroom experiences in
diverse settings.

EDU 614. Mathematical Inquiry 4 hours

The foundation for this course is that knowing mathematics is doing math-
ematics; thereby, students will be prepared to teach mathematics well. The focus
is mathematics content: number systems, geometry, and an additional unit (from
probability/statistics, graph theory, or another appropriate area). Methods, as-
sessment, technology, and historical perspective are integral to this course.

EDU 615. Inquiring Into Science 4 hours

In this course, students will explore nature, content, and processes of science
while examining current best practices and issues in teaching science to children.
Students will understand the role that inquiry plays in the development of scien-
tific knowledge. Students will explore relationships between science, technology,
and other curriculum areas in a community of diverse elementary learners.

EDU 619. Student Teaching and Capstone Seminar 12 hours

Student teaching, a supervised internship semester in a diverse elementary
public school classroom, is the capstone experience in teacher preparation, the
point at which theory and practice converge. The course includes 14 weeks of full-
time participation and teaching in a public school classroom with weekly seminar
meetings for professional development.

Engineering - Dual Degree

Oglethorpe is associated with the Georgia Institute of Technology, the Uni-
versity of Florida, Auburn University, Mercer University, and the University of
Southern California in combined programs of liberal arts and engineering. The
programs require the student to complete three years at Oglethorpe University
and the final two years at one of these engineering schools. The three years at
Oglethorpe include core curriculum courses, General Chemistry I and II, College
Physics I and II, Calculus I-III, a choice of Differential Equations or Linear Alge-
bra and a foreign language course at the second semester elementary-level or higher.
The two years of technical education require the completion of courses in one of
the branches of engineering.

In this combined plan, the two degrees which are awarded upon the success-
ful completion of the program are the degree of Bachelor of Arts by Oglethorpe
University and the degree of Bachelor of Science in Engineering by the engineer-
ing school. Because the required pre-engineering curricula of the five affiliated
schools are slightly different, the student is advised to consult frequently with the
faculty member serving as dual degree engineering program advisor.

Engineering is a difficult subject. Students can maximize their chances for
success by starting at Oglethorpe where the faculty's primary concern is effective
teaching and working closely with students. Classes are small, and laboratories

136

offer the opportunity for hands-on experience with sophisticated equipment. This
strong foundation gives the student an excellent preparation for professional school,
resulting in more effective learning in advanced engineering courses. As a liberal
arts and sciences university, Oglethorpe stresses broad education for intelligent
leadership. Here, the student will explore the fundamental fields of knowledge,
further his or her understanding of science and mathematics, and refine the abili-
ties to read, write, speak, and reason with clarity. This preparation will serve the
student well in any career but particularly so in the engineering field. With strong
preparation in engineering plus a liberal arts education, the student will be ready
for a variety of career positions. The dual degree engineering program provides
an education that is both broad and deep - a combination that will serve the
graduate well as career responsibilities increase.

Note: Dual-degree students in engineering may not use Oglethorpe financial aid
assistance to attend other institutions.

English

In literature courses, students examine written works to determine their mean-
ing, to reach judgments about their value, to explore their relation to life, and to
derive pleasure. To these ends, students make written and oral analyses, support-
ing their conclusions with close examination of specific passages from the works
of literature being studied. In both literature and writing courses, students learn
to compose their generalizations and supporting details into a coherent structure
of thought and language.

An English major at Oglethorpe is excellent preparation for law school or any
other professional training that requires students to interpret written material
and support their assertions with specific evidence. Given the expressed need in
the business community for people who can communicate well orally and on pa-
per, the combination of an English major and courses in business administration
or an accounting minor may be very attractive to prospective employers. The course
Business and Technical Communications focuses on the kinds of speaking and
writing abilities graduates will need to get and keep jobs in personnel, sales, and
management. Oglethorpe graduates also work in public relations and editing, where
they use their skill with words - a major emphasis of every English course. They
go into teaching, and sometimes work for publishers, television stations, film-mak-
ing companies, or computer firms. They write press releases, training manuals,
in-house newspapers, and news copy.

To help students bridge the gap between academic life and work experience,
Oglethorpe places English majors in internships with area newspapers, publishing
companies, public relations firms, cultural associations, and radio and television
stations. Such experiences enhance students' chances of finding the jobs they
want after graduation.

Major

Students who major in English are required to take four period courses: An-
cient Literature, Medieval and Renaissance Literature, The Enlightenment Through
Victorian Literature, and Modern and Contemporary Literature. Students also
are required to take one writing course; Shakespeare or Chaucer; four electives
from the upper-level (300) literature courses, and one semester of a foreign lan-

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guage at the second semester elementary-level or higher. The degree awarded is
the Bachelor of Arts.

Minor

Students who minor in English are required to take a minimum of five literature
courses. At least three of these must be upper-level (300) courses.

ENG 100. Independent Study in Literature and Composition 1-4 hours

Supervised study in specified genres or periods. Prerequisite: Permission of
the instructor.

ENG 101. Ancient Literature 4 hours

This course will examine the literature of the ancient world. Although the
primary focus will be on Greek, Roman, and Hebrew culture, non-Western mate-
rials may also be studied. Works and authors might include: Gilgamesh, Homer,
Job, and Virgil.

ENG 102. Medieval and Renaissance Literature 4 hours

This course will examine the transition of the cultural world of Dante to that
of Shakespeare and Milton. Although the primary focus will be Western, non-
Western works may also be studied. Texts and authors might include: Chretien,
Dante, The Tale ofGenji, Chaucer, Montaigne, Shakespeare, Cervantes, and Milton.

ENG 103. The Enlightenment Through Victorian Literature 4 hours

This course will investigate literature of the 18 th and 19 lh centuries. Authors
might include: Defoe, Pope, Basho, Austen, Emerson, Twain, and George Eliot.

ENG 104. Modern and Contemporary Literature 4 hours

This course will investigate the literature of the 20 th century. Authors might
include: T S. Eliot, Woolf, Lawrence, Frost, Morrison, and Marquez.

ENG 201. Chaucer 4 hours

Students will learn to read and appreciate the works of Geoffrey Chaucer, the
first great English poet, in his original language; to enjoy the rich and varied
nature of his works; and to appreciate why he is called "the Father of English."
Prerequisites: COR 101, COR 102, and one 100-level English course.

ENG 202. Shakespeare 4 hours

The plays and theatre of William Shakespeare. Offered in alternate years.
Prerequisites: COR 101, COR 102, and one 100-level English course.

ENG. 230. Creative Writing 4 hours

This course is an introduction to writing poetry and prose fiction. The stu-
dent will be asked to submit substantial written work each week, keep a journal,
and read published writers. Much class time will be spent discussing student and
published work. Prerequisites: COR 101 and COR 102.

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ENG 231. Biography and Autobiography 4 hours

This course is an introduction to biographical and autobiographical writing
with practice in the personal narrative as well as other forms such as the profile
and the interview. Students will submit substantial written work each week and
keep a journal. The class will follow a workshop format, discussing the students'
and published work. Prerequisites: COR 101 and COR 102.

ENG 300. The Bible as Literature 4 hours

This course will examine the Bible as a literary artifact and within an historical
context. Students will be particularly interested in the varied ways in which the
Bible generates meaning. These include archetypal repetition, the weaving to-
gether of historically disparate texts, parable, and allegory. Prerequisites: COR
101, COR 102, and one 100-level English course.

ENG 301. Russian Literature 4 hours

This course will consist of Russian literature in translation, mostly fiction, mostly
from the 19 th century. Central to the course is Anna Karenina. In addition to
Tolstoy, authors might include: Gogol, Dostoevski, and Chekhov. Prerequisites:
COR 101, COR 102, and one 100-level English course.

ENG 302. The Child in Literature 4 hours

This course will involve a wide-ranging study of works which employ inno-
cence, particularly in childhood, in order to deepen the understanding of experi-
ence. Authors might include: Sophocles, Blake, Carroll, James, and Kafka.
Prerequisites: COR 101, COR 102, and one 100-level English course.

ENG 303. American Poetry 4 hours

This course will consider the work of major American poets such as Whitman,
Dickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one
100-level English course.

ENG 304. Images of Women in Literature 4 hours

An exploration of various stereotypical, archetypal, and realistic images of
women in literature. Prerequisites: COR 101, COR 102, and one 100-level English
course.

WGS 304. Women Poets 4 hours

This course is a survey of poetry by women, from ancient Chinese, Persian,
and others in translation, to medieval Irish and Renaissance English, to 19 lh - and
20 lh -century Americans, as well as Eastern Europeans and Latin Americans in
translation. Included will be several recent poets such as Gwendolyn Brooks,
Adrienne Rich, and Mary Oliver in order to discover what themes, images, and
attitudes seem to emerge from the works. Prerequisites: COR 101 and COR 102.

ENG 305. Chivalric Romance 4 hours

This course will explore the chivalric tales of "knights and ladies' gentle deeds,"
paying particular attention to models of heroism and temptation; tensions be-
tween holy and secular quests; dichotomies of masculine and feminine identity;
and canons of moral and ethical behavior. Authors might include Marie de France,
Chretien de Troyes, Arisoto, and Spenser. Prerequisites: COR 101, COR 102, and
one 100-level English course.

139

ENG 306. Special Topics in Drama 4 hours

Drama as literature and genre, through survey and period studies. Prerequi-
sites: COR 101, COR 102, and one 100-level English course.

ENG 307. Milton 4 hours

This course will examine the major prose and poetry of John Milton and their
place in 17 lh century English culture. Works studied will include Areopagitica, Lycidas,
Samson Agonistes, and Paradise Lost. Prerequisites: COR 101, COR 102, and one
100-level English course.

ENG 308. Special Topics in Poetry 4 hours

This course will focus on particular poets, movements, styles, or periods. Pre-
requisites: COR 101, COR 102, and one 100-level English course.

ENG 309. The Literature of the City and the Country 4 hours

This course will concentrate on 19 th and 20 th century English and American
literature in order to deepen the student's understanding and test the conceptions
of the natural and the urban. Authors might include Wordsworth, Dickens,
Thoreau, Woolf, and Frost. Prerequisites: COR 101, COR 102, and one 100-level
English course.

ENG 310. Special Topics in Fiction 4 hours

English, American, and continental narrative prose will be examined in the
context of theme, period, or genre. Prerequisites: COR 101, COR 102, and one
100-level English course.

ENG 311. Ulysses 4 hours

This course will focus on a thorough reading of Ulysses but might also exam-
ine other works by James Joyce, such as Dubliners, A Portrait of the Artist as a Young
Man, and selections from Finnegans Wake. Prerequisites: COR 101, COR 102, and
one 100-level English course.

ENG 312. Special Topics in Literature and Culture 4 hours

Courses relating literature with aspects of social and intellectual history or a
particular issue or theme. Possible offerings may include women in literature,
American civilization, African-American (or other ethnic) literature, popular cul-
ture, the literature of a single decade, children's literature, and myth and folklore
in literature. Usually offered in alternate years. Prerequisites: COR 101, COR 102,
and one 100-level English course.

ENG 313. African-American Literary Traditions 4 hours

This course surveys African-American literature and literary history. It be-
gins with a close examination of the slave narrative and the African-American
sentimental novel of the 19 th century. An exploration is made of the literature of
the Harlem Renaissance, followed by works like Ralph Ellison's Invisible Man and
Richard Wright's Native Son. Finally, civil rights era literature and works by au-
thors such as Gloria Naylor and Alice Walker will be examined. Prerequisites:
COR 101, COR 102, and one 100-level English course, preferably Modern and
Contemporary Literature.

140

ENG 314. Special Topics in Major British and American Authors 4 hours

An intensive study of between one and five British or American authors.
Prerequisite: COR 101, COR 102, and one 100-level English course.

ENG 315. Vision, Violence, and Community in Milton, Blake,

Whitman, and Yeats 4 hours

This course will examine works by four major visionary poets. In the histori-
cal context of English civil war, the French Revolution, the American Civil War,
and World War I and the Irish rebellions, they tried to envision for their cultures
a restoration of community between the temporal and the eternal, the human and
the divine. In times of fragmentation and crisis, each re-invented a traditional
mythology. A study will be made of their individual visions to those collective
myths and to personal struggles. Prerequisites: COR 101, COR 102, and one 100-
level English course.

ENG 330. Writing Poetry 4 hours

In weekly assignments students will try free verse and various forms in the
effort to discover and to embody more and more truly what they have to say. Much
time will be spent reading published poets, responding to student work in class,
and trying to generate language that reveals rather than explains intangible "mean-
ings." Prerequisites: COR 101 and COR 102.

ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours

Students will get instruction and substantial practice in writing fictional and
nonfictional prose which aims at getting what Henry James called "a sense of felt
life" onto the page. The class will follow a workshop format with weekly assign-
ments, journal writing, extensive discussion of student work, and reading of pub-
lished examples. Prerequisites: COR 101 and COR 102.

ENG 401. Internship in English 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at Atlanta
Magazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac-
tory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and
qualification for the internship program.

Environmental Studies - Dual Degree

The Cooperative College Program coordinates the education of students at
Oglethorpe University with graduate programs in environmental studies and natu-
ral resources offered by the Nicholas School of the Environment at Duke Univer-
sity. This program provides a unique combination of liberal and professional
education well suited for those desiring to enter the fields of environmental stud-
ies or natural resources. Participating Oglethorpe students are accepted into ei-
ther of two degree programs at Duke: the Master of Environmental Management

141

(MEM) or the Master of Forestry (MF). The degree awarded is determined by the
student's area of concentration at Duke. The program accommodates a wide range
of undergraduate backgrounds, and experience indicates that students majoring
in one of the natural or social sciences, pre-engineering, economics, or business
administration are best suited for it. Although some students may prefer to com-
plete the baccalaureate degree before undertaking graduate study at Duke, highly
qualified students can reach a satisfactory level of preparation with three years of
coordinated undergraduate study at Oglethorpe; all final admission decisions rest
with the Nicholas School of the Environment. A Bachelor of Arts degree is awarded
by Oglethorpe University upon successful completion of one year of study at Duke;
after four semesters at Duke, in which at least 48 semester units of credit are
earned, these students may qualify for one of the professional master's degrees.
There are six areas of concentration for the professional master's degree pro-
grams offered by the Nicholas School of the Environment: Coastal Environmen-
tal Management; Environmental Toxicology, Chemistry, and Risk Assessment;
Resource Ecology; Resource Economics and Policy; Water and Air Resources; and
Forest Resource Management. The undergraduate course requirements are highly
flexible for some areas of concentration; others are more stringent. All of the
programs have the following requirements:

1. Completion of the Oglethorpe University core courses, including one se-
mester of a foreign language at the second semester elementary-level or
higher.

2. Training in the natural sciences or social sciences related to the student's
area of interest in natural resources and environmental science.

3. Completion of at least one introductory course in calculus - either Applied
Calculus or Calculus I.

4. Completion of a statistics course that includes descriptive statistics, prob-
ability distributions, hypothesis testing, confidence intervals, correlation,
simple linear regression and simple ANOVAs. Statistics at Oglethorpe
fulfills this requirement.

5. A working knowledge of microcomputers for word processing and data
analysis. Introduction to Computer Applications Software fulfills this re-
quirement, although students with extensive experience with computers
may have other options.

Qualified students who have interests outside of the structured programs of
the Nicholas School of the Environment are permitted to design individual pro-
grams of study; all such individual programs are subject to approval by the Educa-
tion Committee of the Nicholas School of the Environment.

Note: Dual-degree students in environmental studies and natural resources may
not use Oglethorpe financial aid assistance to attend Duke University.

Foreign Languages

In order to study in any given foreign language, all students with previous
study or experience in that language must take a language proficiency examina-
tion during Make the Connection weekend or immediately prior to fall registra-
tion. They will be placed in the course sequence according to their competence.

142

Students are not eligible to enroll in elementary and intermediate courses in their
primary language.

Please refer to specific foreign languages in alphabetical order in this section
for respective course offerings.

FOR 201. Special Topics in Foreign Language, Literature, and Culture... 4 hours

A course in which advanced conversation or topical aspects of the literature
and cultural phenomena of a language not regularly offered is explored.

FOR 425. Internship in Foreign Language 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the At-
lanta Hispanic Chamber of Commerce, Georgia Council for International Visi-
tors, and the Georgia Department of Industry, Trade, and Tourism. Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi-
sor and qualification for the internship program.

French

A French major is designed to help the student become increasingly knowl-
edgeable about the language, literature and cultures of the people who speak and
live the French language. Courses that focus on developing language skills (read-
ing, writing, listening comprehension, and speaking) are followed by more ad-
vanced study in literature, film, and civilization. Acquiring familiarity with culture
in the French-speaking world is a goal throughout the program. The study of
another language should provide the means to appreciate more fully the global
community to which all of us increasingly belong. It should also furnish an insight-
ful view of one's own culture and language. Students can pursue graduate degrees
or prepare themselves for careers in international business or politics.

The study of another culture and language is greatly enhanced by an experi-
ence studying and living where the language is spoken. French majors are there-
fore required to study and live in a French-speaking country for one semester after
having completed an initial sequence of courses and before beginning advanced
classes in the language at Oglethorpe. This can be accomplished by participating
in the exchange program with one of the University's partners in France or by
making other suitable arrangements in consultation with the student's advisor.
Native speakers of French may complete the study abroad portion of the major at
Oglethorpe or through cross registration for courses at Atlanta Regional Consor-
tium for Higher Education (ARCHE) institutions.

French majors are also strongly recommended to consider courses in French
and European history, or other related fields.

All students with previous study or experience in French must take a lan-
guage placement examination during Make the Connection weekend or immedi-

143

ately prior to fall registration. They will be placed in the course sequence accord-
ing to their competence. Under no circumstances should students with past expe-
rience in the language place themselves in courses, especially at the elementary
level. Students are not eligible to enroll in elementary and intermediate courses in
their primary languages.

Major

Students who major in French must first complete the following requirements:
FRE 201 Intermediate French
FRE 301 French Conversation and Composition
FRE 302 French Lyric and Literary Prose
Students will then complete a semester in an approved study abroad program,
which should include a minimum of 12 semester hours. Returning students must
complete three upper-level (300 or 400) courses in French.

Elementary Spanish I or equivalent as determined through the Spanish place-
ment test is also required. It is recommended that this requirement be completed
during the student's first two years.

The degree awarded is the Bachelor of Arts.

Minor

A minor in French consists of these three obligatory courses:

FRE 201 Intermediate French

FRE 301 French Conversation and Composition

FRE 302 French Lyric and Literary Prose
One upper-level (300 or 400) course is required to complete the minor. Cer-
tain requirements may be met through an approved study abroad program.

FRE 101, FRE 102. Elementary French I, II 4 plus 4 hours

This course is beginning college French, designed to present a sound founda-
tion in understanding, speaking, reading and writing contemporary French. Pre-
requisite: None for FRE 101; FRE 101 required for FRE 102, or placement by
testing.

FRE 201. Intermediate French 4 hours

This course involves further practice in developing oral and written skills.
Introduction to a variety of unedited French texts will be included. Prerequisite:
FRE 102 or placement by testing.

FRE 301. French Conversation and Composition 4 hours

This course focuses on the development of oral skills through practice in
group settings and individual class presentations combined with weekly writing
assignments in French to be revised on a regular basis. A study of style and gram-
matical forms used exclusively in the written language completes the course work.
Prerequisite: FRE 201 or placement by testing.

FRE 302. French Lyric and Literary Prose 4 hours

Selected texts from French literature are studied as examples of prose, poetry
and drama. Students will read original works from the French classical and mod-
ern periods. Taught in French. Prerequisite: FRE 301 or placement by testing.

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FRE 401. Special Topics in French Language, Literature, and Culture. ..4 hours

Topical aspects of the literature and cultural phenomena associated with the
French language are explored in this course. Offerings will vary according to
faculty and student interest. Prerequisite: FRE 301.

FRE 402. The Modern French Republics and Their Institutions 4 hours

A study of both political and cultural institutions in France from 1870 to the
present with emphasis on the traditions established by the new republican govern-
ment in the 1880s and the creation in 1958 of the Fifth Republic under which
France is currently governed. Taught in French. Prerequisite: FRE 301.

FRE 403. Franco-American Relations in Trade and Culture 4 hours

This course is an orientation to French business and cultural communities
and considerations of existing connections with their American counterparts. The
course includes an introduction to business French. Guest lecturers are invited
from the diplomatic and business community in the wider Atlanta area. Field
trips are also organized to consulates, trade offices, and businesses. Taught in
French. Prerequisite: FRE 301.

General Science

The physical science and biological science courses are appropriate for stu-
dents who have a good background in algebra but a minimal one in other sci-
ences. Students with excellent preparation in the sciences may elect one of the
regular lecture-and-laboratory courses in biology, chemistry, or physics.

GEN 101. Natural Science: The Physical Sciences 4 hours

This topically-oriented course will examine the many facets of scientific inves-
tigation. These include the underlying assumptions, the limitations, the provi-
sional nature, and the power of the scientific process, as well as the influences of
science on other aspects of human activity. Experimentation is the hallmark of
scientific investigation. As such, laboratory experimentation will be a distinguish-
ing feature of this course. Course time devoted to experimentation in the labora-
tory, as well as inside and outside the classroom, will intertwine with time devoted
to discussion and lecture. Natural Science: The Physical Sciences will deal with a
topic drawn from the physical sciences. These will include, but not be limited to:
Chemistry, Cosmology, Descriptive Astronomy, History of Science, Meteorology,
Modern Scientific Perspectives of the Universe, and Oceanography. Prerequisite:
MAT 103 or by examination.

GEN 102. Natural Science: The Biological Sciences 4 hours

This course is designed to examine the many facets of scientific investigation.
Laboratory experimentation will be an important feature, with course time de-
voted to experimentation in the laboratory as well as the classroom. Rather than a
survey of the entire field of biology, this effort will be directed toward specific
topics such as, but not limited to: Cancer, Cell Biology, Human Biology, Ecology,
and Evolution.

GEN 200. Internship in Science 1-4 hours

An internship is designed to provide a formalized experiential learning op-

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portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at Piedmont
Hospital, The Centers for Disease Control and Prevention, and Accura Analytical
Laboratory. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis-
sion of the faculty supervisor and qualification for the internship program.

German

All students with previous study or experience in German must take a lan-
guage placement examination during Make the Connection weekend or immedi-
ately prior to fall registration. They will be placed in the course sequence according
to their competence. Under no circumstances should students with past experi-
ence in the language place themselves in courses, especially at the elementary
level. Students are not eligible to enroll in elementary and intermediate courses in
their primary languages.

GER 101, GER 102. Elementary German I, II 4 plus 4 hours

This course is beginning college German, designed to develop the ability to
understand, speak, read, and write contemporary German. Prerequisite: None for
GER 101; GER 101 required for GER 102, or placement by testing.

GER 201. Intermediate German I 4 hours

This course will focus on practice in speaking and understanding German,
accompanied by a review of grammar. Reading and discussion of short literary
texts. Prerequisite: GER 102 or placement by testing.

GER 202. Intermediate German II 4 hours

This course is a continuation of Intermediate German I with practice in spo-
ken German and added emphasis on writing. Reading materials include both con-
temporary topics and selections from literature. Prerequisite: GER 201 or placement
by testing.

GER 301, GER 302. Special Topics in German Language,

Literature, and Culture I, II 4 plus 4 hours

Topical aspects of the literature and cultural phenomena associated with the
German language are explored in this two-semester sequence of courses. Prereq-
uisite: GER 202.

For a listing of foreign institutions and programs with which Oglethorpe has
exchange agreements and affiliations, please see International Exchange Partner-
ships/Study Abroad in the Educational Enrichment section of this Bulletin. Of
particular interest to students of German is the Oglethorpe exchange agreement
with the University of Dortmund.

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Greek

All students with previous study or experience in Attic Greek must take a
language placement examination during Make the Connection weekend or imme-
diately prior to fall registration. They will be placed in the course sequence ac-
cording to their competence. Under no circumstances should students with past
experience in the language place themselves in courses, especially at the elemen-
tary level.

GRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours

These courses will introduce students to the grammatical and syntactical ele-
ments of the Attic dialect of 5 th century Athens. Mastery of these materials will
enable students to read works written by Thucydides, Sophocles, Plato, Aristotle,
and other ancient authors of this period. Knowledge of Attic Greek will also
provide a foundation for those wishing to study Homeric epic or The New Testa-
ment. Prerequisite: None for GRE 101; GRE 101 for GRE 102, or placement by
testing.

History

The study of history introduces students to important events of the past and
the people who played significant roles in them. Embracing the principal fields of
liberal education, the study of history enlarges one's understanding of political
organizations, geography, economic arrangements, social institutions, religious
experiences and various forms of intellectual expression.

The history faculty at Oglethorpe University seeks to make its students aware
of the constantly changing interpretations of the past and acquaint them with the
increasing uses of the discipline in such fields as law, journalism, public relations,
art, theology, diplomacy, and public service. Particular stress is placed on a mas-
tery of the techniques of research, which enhance one's usefulness in many fields
of professional life. Archival careers and postgraduate studies in history are op-
tions with which Oglethorpe students become familiar.

Major

Students majoring in history are required to take at least eight history courses.
These must cover the following geographic areas and time periods (a course can
simultaneously satisfy both one area and one time-period requirement): European,
United States, and Latin American history; and ancient or medieval (before 1500),
early modern (1500-1789), and modern (since 1789) history. At least one of these
courses must have an emphasis on historiography - the study of historical methods
and interpretations. Courses that satisfy this requirement include The Age of Chiv-
alry, 800-1450, Early Modern Europe, The Age of Empire and Nationalism - Eu-
rope 1848-1914, German History to 1800, German History Since 1800, The Fall of
Rome and the Barbarians, or any other course specifically designated by the in-
structor. In addition, the student must also take Investigative Writing, one course
in Asian Studies, and at least one semester of a foreign language beyond the first-
year level, or demonstrate the equivalent proficiency. The degree awarded is the
Bachelor of Arts.

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Minor

To complete a minor four courses must be taken.

HIS 101. The Foundations of the West 4 hours

This course will explore the history of the Western world from late antiquity
to 1600, focusing on the rise of the Christian civilizations of Eastern and Western
Europe and Islamic civilization. Special consideration will be given to the com-
parative study of ideas, religion, political institutions, and patterns of social orga-
nization. Through the use of primary documents and critical scholarly works,
students will gain first-hand knowledge of the tools and methods of historical
research.

HIS 102. The West and the Modern World 4 hours

This course covers the history of Western civilization (defined as all the soci-
eties descended from medieval Christendom) since 1600, with the focus on its
modernization after 1789. This process destroyed the relative homogeneity of the
old regime and fragmented the West along two fault lines: 1) socio-economic mod-
ernization, which varied profoundly between rich capitalist societies (Germany,
Britain, United States, Australia) and poor socialist, neo-feudal, or neo-mercantil-
ist ones (Russia, Romania, Mexico, Brazil); and 2) political modernization, which
could be liberal, communist, or fascist. Prerequisite: HIS 101.

HIS 110. The Vikings and the Anglo-Saxons 4 hours

This course will examine the meteoric rise of the Scandinavians from obscu-
rity to become the terror of Europe in the 8 th through the ll' h centuries. For
purposes of comparison, a look will also be taken at the Vikings' more "civilized"
cousins, the Anglo-Saxons. While both medieval and modern historians have
tended to draw a thick line between these two cultures, this course will suggest
that both represent aspects of a general political, economic, and cultural zone in
the Northern Seas.

HIS 210. The Age of Chivalry, 800-1450 4 hours

This course will cover the High and Later Middle Ages, from the later
Carolingian period through the War of the Roses. The main focus will be on the
evolution of state and society in northern and western Europe during these peri-
ods. Special attention will be given to such events as the rise of feudal monar-
chies, the Investiture Contest, the Norman Conquests, the Crusades, and the
Hundred Years' War.

HIS 211. The Renaissance and Reformation 4 hours

Students will study the significant changes in European art, thought, and in-
stitutions during the period from 1300 to 1550. The course will focus on critical
readings of primary sources from this era.

HIS 212. Early Modern Europe 4 hours

This course will examine the development of European society and politics
from the end of the Reformation to the eve of the French Revolution. Special
emphasis will be placed on the development of the modern state, the contest be-
tween absolutism and constitutionalism, and the Enlightenment.

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HIS 213. The Age of Revolution - Europe and the Atlantic

World 1776-1849 4 hours

The "old regime" (serfdom, rule by monarchs and nobles, and a politically
powerful church) and an agrarian way of life had prevailed in much of Europe and
the New World since the Middle Ages. From 1776 on, however, a series of upheav-
als, such as the American and French revolutions, the Napoleonic Wars, the Latin
American Wars of Independence, and the European revolutions of 1820-21, 1830-
31, and 1848-49 had challenged the old order. This course studies the events of
this dramatic period, including the Industrial Revolution and the rise of romanti-
cism, socialism, nationalism, and liberalism.

HIS 214. The Age of Empire and Nationalism - Europe 1848-1914 4 hours

The six decades following the revolutions of 1848 were a period of remark-
able power, prosperity, and creativity in Europe. New nation-states (Germany and
Italy) were formed; old multiethnic empires (Russia and Austria-Hungary) seemed
rejuvenated; and Europeans acquired immense colonial empires. Meanwhile, in-
dustrialization and modern science and art revolutionized European life and
thought. However, this fusion of cultural and economic modernity with social
and political conservatism concealed grave weaknesses that would lead, begin-
ning in 1914, to the upheavals of world war, communism, and fascism.

HIS 215. The Age of World War - Europe 1914-1945 4 hours

This course examines the disasters that befell Europe in the three decades
after 1914: World War I; the Russian Revolution; the ill-fated Treaty of Versailles;
the rise of Mussolini; the Great Depression; the dictatorships of Hitler and Stalin;
the spread of fascism in the 1930s; and World War II. The course discusses the
reasons for the failure of the international order to prevent two horrific military
conflicts, and for the failure of moderate forces in many European countries -
including Russia, Germany, Italy, and Spain - to block the rise to power of violent
and millenarian political forces.

HIS 230. United States History to 1865 4 hours

A survey from Colonial times to 1865, concerned mainly with the major do-
mestic developments of a growing nation.

HIS 231. United States History Since 1865 4 hours

A survey from 1865 to the present, concerned with the chief events which
explain the growth of the United States to a position of world power.

HIS 240. Latin America to Independence 4 hours

Latin American history from the origins of pre-Columbian civilizations to
independence will be examined by exploring: the origins and development of
indigenous societies in Mesoamerica and the Andes; the conquest and coloniza-
tion of (what became) Spanish and Portuguese America; the nature of colonial
control; the response of indigenous populations to colonial society, administra-
tion, and religion; and the developing tensions between Spaniards and Creole
elites. The movement for independence, which arose from a variety of issues, cre-
ated by contrasting views and concerns of distant European authority and local

149

cultural identity, will be studied. Finally, the major challenges that faced the newly
emergent Latin American nations will be considered.

HIS 311. German History to 1800 4 hours

The Holy Roman Empire of the German Nation has been derided by Voltaire
as being none of the above. At the same time, the Empire provided the primary
political organization of pre-Modern Germany, from the 10 th century to the Napo-
leonic Wars. This course will survey the general history of the Empire from the
Renaissance to the end of the 18 th century. Special emphasis will be paid to the
primary social and constitutional questions of German history. How was it pos-
sible to balance the sovereignty of the individual states with the corporate needs
of the Empire? Within the question lies a greater problem: How did this issue of
a "balance of power" between the emperor and his estates relate to the general
relations between rulers and the ruled? Prerequisite: Permission of the instructor.

HIS 312. German History Since 1800 4 hours

This course is a survey of German history in the 19 th and 20 lh centuries, focus-
ing on the unification of Germany in the 19 th century, the Bismarckian state, the
two world wars, the Weimar Republic, the Third Reich, and the division and sub-
sequent reunification of Germany after World War II.

HIS 320. Russian History to 1861 4 hours

This course studies the thousand years from the formation of the Kievan
state until the abolition of serfdom. It covers the Mongol invasion, the rise of
Muscovy, the reign of Ivan the Terrible and the Time of Troubles, Imperial Russia's
Westernization under Peter the Great, and its apogee under Catherine the Great
and her grandsons.

HIS 321. Russian History Since 1861 4 hours

This course studies Russian history from the abolition of serfdom, which be-
gan Imperial Russia's last attempt to reform itself and stave off revolution, until
the present. It also covers the 1905 and 1917 revolutions, the rise of communism,
the era of Lenin and Stalin, and the fall of the communist system.

HIS 330. Between World Wars: The United States, 1920-1945 4 hours

During this period of war, prosperity, and depression, the United States un-
derwent dramatic economic, political, social, and cultural changes. The interwar
years witnessed the emergence of the United States as a world power, an increas-
ingly sophisticated women's movement, the rise of mass production and mass
consumption, and a variety of new challenges to social and economic policies.
The Great Depression and the New Deal brought further challenges to traditional
liberal political and economic assumptions as the federal government intervened
in nearly every aspect of American life. World War II, then, again transformed the
nation as it ushered in the "age of affluence" and cold wars in the international
and domestic realms. Prerequisites: HIS 230 and HIS 231 or permission of the
instructor.

HIS 331. The Age of Affluence: The United States Since 1945 4 hours

An interdisciplinary study of American life since World War II, this course

L50

will emphasize political, economic, and social developments. Foreign policy is
considered principally with respect to its impact on domestic affairs.

HIS 335. Georgia History 4 hours

This course is a chronological examination of the history of Georgia from the
Colonial period to the 20th century. Emphasis is given to Old and New South
themes, higher education development with attention to the history of Oglethorpe,
the transition from rural to urban life, and Georgia's role in contemporary Ameri-
can life. Prerequisites: HIS 230, HIS 231, or permission of the instructor.

HIS 340. Dictatorship and Democracy in Latin America 4 hours

This course will examine the roots, character, and impact of authoritarian
rule and resulting resistance movements in Latin America. Included will be a
look at the caudillos who competed for power after independence, the Liberal
dictatorships of the late 19' h century, the Depression Dictators of the 1930s and
Populist dictators of the 1940s and 1950s, and the rise of military-bureaucratic
dictatorships in the 1960s and 1970s. An understanding will be sought for why
almost all political orientations (Republicanism, Liberalism, nationalism, Popu-
lism, and Communism) offered up a dictator as their champion at some point in
Latin American history and how Latin American nations have been able to make
a transition to democracy. Finally, consideration will be given to how dictator-
ships affect the everyday lives and perceptions of the people living under them
and in their aftermath. Prerequisite: HIS 240 or permission of the instructor.

HIS 350. Special Topics in History 4 hours

Courses offered to respond to topical needs of the curriculum. Prerequisite:
Permission of the instructor.

HIS 410. Ancient History and Ancient Historians 4 hours

In this course the history of Greek and Roman civilizations will be studied
through the writings of several ancient historians. The methods used by ancient
authors, their literary style, and the relation of their works to the specific histori-
cal context in which they were written will be examined. Special consideration
will be given to the various philosophies of history that emerged in antiquity.
Prerequisite: Permission of the instructor.

HIS 411. The Fall of Rome and the Barbarians 4 hours

This course will examine the "fall" of the Roman Empire in late antiquity and
the subsequent rise of barbarian kingdoms in Europe. The primary issue will be
to determine whether the Roman Empire did in fact "fall" during this time, or
whether the period actually marks a transition, the birth of Europe. The role of
Christianity in the transformation of Europe will be a major focus of discussion,
as well as other social, political, and economic issues. Prerequisite: HIS 410 or
permission of the instructor.

HIS 430. The American Civil War and Reconstruction 4 hours

A course for advanced history students emphasizing the causes of conflict,
the wartime period, and major changes that occurred. Prerequisites: HIS 230 and
HIS 231.

151

HIS 431. United States Diplomatic History 4 hours

This course is a study of major developments in American diplomacy from
the end of the Revolution until 1945. Recommended prerequisites: HIS 230 and
HIS 231.

HIS 450. Independent Study in History 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

HIS 451. Internship in History 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the At-
lanta History Center, the Atlanta Preservation Center, and the Coosawattee Foun-
dation archeological dig. Graded on a satisfactory/unsatisfactory basis.
Prerequisites: Permission of the faculty supervisor and qualification for the in-
ternship program.

Individually Planned Major

A student who wishes to pursue a course of study not included in one of the
available majors may petition to receive permission to complete an individually
planned major.

Such a major must include at least nine courses beyond core requirements
(excluding courses with three or fewer semester hours) and including at least one
semester of a foreign language at the second semester elementary-level or higher.
At least four courses of the major must be completed in courses above the intro-
ductory level in one particular discipline. This discipline will be defined as the
major's concentration. Graded course work in the major must have a grade-point
average of at least 2.0. Course work that is included in the individually planned
major may not be counted toward a second major or a minor.

To apply for an individually planned major, the student, in consultation with
his or her academic advisor, must complete an application, available at the
Registrar's Office, to be approved by the chairperson of the division in which the
proposed major's concentration is included and the Provost. This application should
be submitted by the end of the second semester of the student's sophomore year.
The application must specify the following:

1. The major's coverage and definition.

2. The observed or expected conceptual linkages among the concentration
and the other subject(s) included in the major.

3. The expected outcomes of the completion of the major in terms of the
student's intellectual growth and plans for graduate study or career.

After the student has secured written approval from his or her academic advi-
sor, the chairperson of the division, and the Provost, the Provost will file the

152

application in the Registrar's office. The Registrar will notify the student and the
student's advisor of the acceptance of the proposal.

The degree awarded upon successful completion of an approved individually
planned major is Bachelor of Arts.

Individually Planned Minor

A student who wishes to pursue a course of study not included in one of the
available minors may petition to receive permission to complete an individually
planned minor.

Such a minor must include five courses (excluding courses with three or fewer
semester hours), of which at least two courses are in one discipline, which is the
minor's concentration, and must be at the 300 or 400 level. Of the other three
courses included in the minor, another two must also be at the 300 or 400 level.
Graded work in the minor must have a grade-point average of at least 2.0. Course
work that is included in the individually planned minor may not be counted to-
ward a major or another minor.

To apply for an individually planned minor, the student, in consultation with
his or her academic advisor, must complete an application, available at the
Registrar's Office, to be approved by the chairperson of the division in which the
proposed minor's concentration is included and the Provost. This application
should be submitted by the end of the second semester of the student's junior
year. The application must specify the following:

1. The minor's coverage and definition.

2. The observed or expected conceptual linkages among the concentration
and the other subject(s) included in the minor.

3. The expected outcomes of the completion of the minor in terms of the
student's intellectual growth and plans for graduate study or career.

After the student has secured written approval from his or her academic advi-
sor, the chairperson of the division, and the Provost, the Provost will file the
application in the Registrar's Office. The Registrar will notify the student and the
student's advisor of the acceptance of the proposal.

Interdisciplinary Studies

INT 301. Special Topics in Interdisciplinary Studies: 4 hours

These courses will focus on materials and topics that transcend the bound-
aries of specific academic disciplines and are not offered on a regular basis. Such
courses have included Bioethics and Environmental Science.

ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of poli-
tics and policymaking in the new American city and its environs. Consideration
will be given to the political and sociological significance of a number of the
factors that characterize this new development, including: the extremes of wealth
and poverty, the mix of racial and ethnic groups, and the opportunities and chal-
lenges provided by progress in transportation and technology. Offered annually.

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ULP 304. Community Issues Forum: Principles into Practice 4 hours

This course is taught as a weekly evening seminar focusing on a particular
community issue and accompanied by an issue-related, off-campus internship.
Together with community leaders and faculty, students analyze issues confronting
stakeholders, collaborate on solutions, and present findings derived from their
internship assignments. Students have interned with the state legislature, local
and state chambers of commerce, community food banks, arts organizations, cor-
porations, non-profit Organizations, and a number of other community groups.
Topics covered in previous years include: education, transportation, health care,
and the environment. Prerequisite: Permission of the instructor.

INT 401. Internship in Interdisciplinary Studies 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office. Graded on a satisfactory/unsatisfac-
tory basis. Prerequisites: Permission of the faculty supervisor and qualification
for the internship program.

International Studies

International studies is an interdisciplinary major which seeks to develop skills
and perspectives essential to effective participation in the emerging multicultural
business and social environment. The major helps to prepare students for careers
in international commerce, the travel and convention businesses, international
banking and finance, and government. The major also provides an appropriate
undergraduate background for the professional study of business, public policy,
and law. Students planning careers in international business or politics are strongly
encouraged to satisfy the requirements of the major by taking International Eco-
nomics. Students interested in this major should ask the Registrar to refer them to
a faculty advisor who specializes in this major. The degree awarded is the Bach-
elor of Arts.

Requirements of the major include successful completion of 1 1 courses, three
of which must be International Relations, United States Foreign Policy, and Eco-
nomic Development or International Economics.

Completion of five courses selected from the following also is required:
BUS 370 International Business

International Economics

The Modern French Republics and Their Institutions

Franco-American Relations in Trade and Culture

The Age of World War - Europe 1914-1945

Latin America to Independence

German History Since 1800

Russian History Since 1861

Dictatorship and Democracy in Latin America

Special Topics in History *

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ECO 423

FRE

402

FRE

403

HIS

215

HIS

240

HIS

312

HIS

321

HIS

340

HIS

350

HIS 431 United States Diplomatic History

HIS 450 Independent Study in History *

INS 400 Independent Study in International Studies

INS 401 Internship in International Studies

POL 121 European Politics

POL 131 Asian Politics

POL 331 Politics in Japan

POL 350 Special Topics in Politics *

POL 411 Advanced Topics in International Relations

POL 431 Seminar in Politics and Culture *

POL 450 Independent Study in Politics *

SPN 305 Spanish for International Relations and Business

SPN 410 The Development of Latin American Cultures

* Note: Special topics and independent study courses fulfill the requirements of
the major only when they have a substantial international component.

Students must complete two years of foreign language study or demonstrate
the equivalent competence by examination. Students must also take one addi-
tional language course in which the foreign language is required for research,
reading, or discussion.

A study abroad experience is required. Note that no more than two courses
may be counted toward major requirements from a study abroad program. For-
eign students may count their residence at Oglethorpe as their study-abroad expe-
rience. Please see International Exchange Partnerships/Study Abroad in the
Educational Enrichment section of this Bulletin.

Students who receive financial aid at Oglethorpe should contact the Director
of Financial Aid early in the pursuit of this major to determine available funding
for the study abroad experience.

Note: Students who graduated from a secondary school located abroad at which
the language of instruction was not English have satisfied the foreign lan-
guage requirement. They may satisfy the study abroad requirement via their
residency in the United States.

International Studies with Asia Concentration

Like the general international studies major, this is a major designed to de-
velop skills useful in cross-culturally oriented careers. Students achieve an Asia
concentration by taking at least four courses that focus on the culture, politics,
history or literature of nations in Asia in addition to a selection of more general
courses that cover fundamental issues of international studies. The specialized
knowledge that students gain through Asia-related course work helps to prepare
them for careers in fields such as government, finance, and travel in this economi-
cally growing and culturally rich area of the globe. Combined with the other com-
ponents of the international studies major, the Asia concentration will assist students
with the necessary background for entry into graduate or professional schools in
an Asian studies field. Students might go on to study in such areas as anthropol-
ogy, politics, and international law or business. The degree awarded is the Bach-
elor of Arts.

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Requirements of the major include successful completion of the following
five courses:

ECO 327 Economic Development or
ECO 423 International Economics

POL 1 1 1 International Relations

POL 131 Asian Politics

POL 331 Politics in Japan

POL 431 Seminar in Politics and Culture (Japan/ Asian concentration)
Students must also take two of the following courses:

JPN 301 Special Topics in Japanese Language, Literature, and Culture I

POL 311 United States Foreign Policy

Another Asian studies course at Oglethorpe or at another institution
pre-approved by the student's advisor
Students must also take one of the following courses:

BUS 370 International Business

FRE 403 Franco-American Relations in Trade and Culture

HIS 350 Special Topics in History *

HIS 450 Independent Study in History *

INS 400 Independent Study in International Studies

INS 401 Internship in International Studies

POL 121 European Politics

POL 350 Special Topics in Politics *

POL 411 Advanced Topics in International Relations

POL 431 Seminar in Politics and Culture (with a different focus than
the one above)

POL 450 Independent Study in Politics *

SOC 308 Culture and Society

Any course in 20 th century European history

* Note: Special topics and independent study courses fulfill the requirements of
the major only when they have a substantial international component.

Students must take at least one 400-level course.

Students must demonstrate at least a second-year competence in an Asian
language or be able to use an Asian language for research and writing in a class. A
study abroad for one semester in an Asian nation is strongly urged. Please see
International Exchange Partnerships/Study Abroad in the Educational Enrich-
ment section of this Bulletin. Note that no more than two courses may be counted
toward major requirements from a study abroad program. Foreign students whose
native language is Asian may consider their residence at Oglethorpe as their study-
abroad experience and their foreign language requirement satisfied.

INS 400. Independent Study in International Studies 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

INS 401. Internship in International Studies 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have

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regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the South-
ern Center for International Studies, the Georgia Department of Industry, Trade,
and Tourism, Hispanic Chamber of Commerce, and the United States Depart-
ment of State. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Per-
mission of the faculty supervisor and qualification for the internship program.

Japanese

All students with previous study or experience in Japanese must take a lan-
guage placement examination during Make the Connection weekend or immedi-
ately prior to fall registration. They will be placed in the course sequence according
to their competence. Under no circumstances should students with past experi-
ence in the language place themselves in courses, especially at the elementary
level. Students are not eligible to enroll in elementary and intermediate courses in
their primary languages.

Minor

A minor in Japanese consists of successful completion of Intermediate Japa-
nese II and two culture courses, totaling 24 semester hours. At least one of the
two years of language study must be taken at Oglethorpe. The student may select
two culture courses from the following:

JPN 301, JPN 302 Special Topics in Japanese Language, Literature,

and Culture I, II
JPN 303 Modern Japanese Literature Through 1945

JPN 304 Postwar Japanese Literature

PHI 321 Special Topics in Philosophy: Philosophical Issues

and Problems - Philosophy of the Kyoto School
PHI 321 Special Topics in Philosophy: Philosophical Issues

and Problems -Japanese Aesthetics
POL 33 1 Politics in Japan

Other courses offered at Oglethorpe as special topics courses, as well as cer-
tain courses offered at other colleges and through study abroad programs, may
also qualify.

Study Abroad and Internships

Although it is expected that at least half of the courses counted toward the
minor must be taken at Oglethorpe, all students of Japanese language and culture
are strongly encouraged to spend at least one semester in Japan. Guidance in
finding an appropriate program is provided by the Japanese department or the
Study Abroad Coordinator. Of particular interest to students of Japanese is the
Oglethorpe exchange agreement with Seigakuin University in Tokyo and Otaru
University of Commerce in Hokkaido. See also International Exchange Partner-
ships/Study Abroad in the Educational Enrichment section of this Bulletin.

A student can also gain practical experience by pursuing internship opportu-
nities injapanese organizations and firms in and around Atlanta. Credit for these
activities is given when the internship is completed in accordance with the objec-

157

tives agreed upon with the faculty supervisor. Credit is given toward the minor
upon approval by the student's faculty advisor. The Career Services Office has
an extensive list of available internships.

JPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours

This is a one-year course sequence in beginning Japanese aimed at develop-
ing basic skills in speaking, reading, writing, and aural comprehension. The kana
and kanji writing systems are introduced. Prerequisite: None for JPN 101; JPN 101
for JPN 102, or placement by testing.

JPN 201. Intermediate Japanese I 4 hours

A continuation of elementary Japanese, the first semester of the second-year
sequence focuses on conversational skills and vocabulary building, and extends
the student's proficiency in reading and writing. Aspects of the Japanese culture
and society are also explored. Prerequisite: JPN 102 or permission of the instruc-
tor.

JPN 202. Intermediate Japanese II 4 hours

This course consolidates and integrates the student's knowledge of basic gram-
matical patterns, and introduces advanced grammatical structures. Further prac-
tice in reading and writing prepares the student to pursue further study in areas
related to his or her major. Audio-visual materials are used more extensively to
supplement the main text. Prerequisite: JPN 201 or permission of the instructor.

JPN 301, JAP 302. Special Topics in Japanese Language, Literature,

and Culture I, II 4 plus 4 hours

Topical aspects of the literature and cultural phenomena associated with the
Japanese language are explored through readings in English in this course.

JPN 303. Modern Japanese Literature Through 1945 4 hours

This course surveys Japanese narrative literature from the first decades of
Japan's modernization until the end of World War II. The development of narra-
tive prose will be studied, focusing on style, narrative structure and theme. How
these texts both shaped and were shaped by the social and economic upheavals
that characterized Japan's era of modernization and nation-building will also be
considered. All readings will be in English. No prior knowledge of the language
or culture is assumed.

JPN 304. Postwar Japanese Literature 4 hours

This course will trace the development of postwar literature in Japan from
1945 up to the present. Topics of discussion will include how postwar intellectuals
attempted to redefine human nature and social responsibility after years of total
war; how writers responded to the atomic bombings; the impact of rapid eco-
nomic growth on literature; the emergence of various notions of "postmodernism"
and how they have changed the way writers view their task. A substantial number
of readings will be of works by women and minorities. All readings will be in
English. No prior knowledge of the language or culture is assumed.

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Latin

All students with previous study or experience in Latin must take a language
placement examination during Make the Connection weekend or immediately prior
to fall registration. They will be placed in the course sequence according to their
competence. Under no circumstances should students with past experience in the
language place themselves in courses, especially at the elementary level.

LAT 101, LAT 102. Elementary Latin I, II 4 plus 4 hours

This course is beginning Latin, designed to present a foundation in classical
Latin grammar and syntax and to introduce students to Roman literature and
history. Prerequisite: None for LAT 101; LAT 101 required for LAT 102, or place-
ment by testing.

LAT 201, LAT 202. Special Topics in Latin Language, Literature,

and Culture I, II 4 plus 4 hours

Aspects of the literature and cultural phenomena associated with the Latin
language are explored in this two-semester sequence of courses. Prerequisite: Per-
mission of the instructor.

Mathematics

The major in mathematics is designed to provide the student with the math-
ematical background necessary for graduate study or immediate employment.
Courses in analysis, algebra, and other areas of modern mathematics introduce
the student to the more theoretical aspects of mathematics which are essential for
further study. In addition, the major provides fundamental tools for the analysis
of problems in the physical, biological, and social sciences, as well as in such areas
as economics and business. Students with mathematical training at the under-
graduate level are sought by employers in business, government, and industry.
Career opportunities for mathematics majors exist in such areas as computer pro-
gramming, operations research, statistics and applied mathematics.

Major

The object of the course of studies leading to a major in mathematics is to
provide the student with a comprehensive background in classical analysis and a
broad introduction to the topics of modern and contemporary mathematics. The
following mathematics courses are required: Calculus I, Calculus II, Calculus III,
Differential Equations, Discrete Mathematics, Linear Algebra, Abstract Algebra,
Complex Analysis, Probability, and Special Topics in Mathematics. Although only
one Special Topics in Mathematics course is required, mathematics majors are
advised to take as many different Special Topics in Mathematics courses as pos-
sible during the junior and senior years. The degree awarded is the Bachelor of
Science.

Minor

The required course work for a minor in mathematics consists of Calculus I,
Calculus II, and Calculus III, plus two of the following: Differential Equations,
Discrete Mathematics, Linear Algebra, Abstract Algebra, Complex Analysis, Prob-
ability, or Special Topics in Mathematics.

159

Note: No student will be permitted to register for a mathematics course that is a
prerequisite to a mathematics course for which the student has already
received academic credit.

MAT 102. College Algebra 4 hours

The objective of this course is to equip students with the algebra skills needed
for Statistics and Applied Calculus. Topics include algebraic expressions, equa-
tions, inequalities, basic functions (polynomial, rational, exponential and loga-
rithmic) and their graphs, the algebra of functions, inverse functions, and systems
of equations and inequalities.

MAT 103. Precalculus 4 hours

The objective of this course is to equip students with the skills needed for
Calculus I. Topics include basic analytic geometry, trigonometry (functions, equa-
tions, and identities), complex numbers, polar coordinates, vectors in the plane,
parametric equations, and transformation of coordinates. Prerequisite: MAT 102
with a grade of "C-" oi higher or by examination.

MAT 111. Statistics 4 hours

This course includes descriptive and inferential statistics with particular em-
phasis upon parametric statistics, rules of probability, interval estimation, and
hypothesis testing. Distributions that will be discussed include the normal, chi-
square, and t-distribution. Additional topics include analysis of variance, regres-
sion and correlation analysis, goodness-of-fit, and tests for independence.
Prerequisite: MAT 102 with a grade of "C-" or higher or by examination.

MAT 121. Applied Calculus 4 hours

This is the recommended calculus course for students in business, econom-
ics, and the social sciences. The goal of this course is to present calculus in an
intuitive yet intellectually satisfying way and to illustrate the many applications of
calculus to the management sciences, business, economics, and the social sci-
ences. Topics include functions, the derivative, techniques of differentiation,
applications of the derivative, the exponential and natural logarithm functions,
applications of the exponential and natural logarithm functions, the definite inte-
gral, and functions of several variables. Prerequisite: MAT 102 with a grade of "C-
" or higher or by examination.

MAT 131, MAT 132, MAT 233. Calculus I, II, III 4 plus 4 plus 4 hours

This is the recommended calculus sequence for students in mathematics, the
physical sciences, and computer science. The objective of these courses is to intro-
duce the fundamental ideas of the differential and integral calculus of functions
of one and several variables. Topics include limits, continuity, rates of change,
derivatives, the Mean Value Theorem, applications of the derivative, curve sketch-
ing, related rates, maximization/minimization problems, area, integration, the
Fundamental Theorem of Calculus, inverse functions, logarithmic functions, ex-
ponential functions, techniques of integration, applications of integration to vol-
umes and surface area, conic sections, sequences, series, vectors, lines, planes,
vector-valued functions, curves, partial derivatives, multiple integrals, and vector
fields. Prerequisite for MAT 131: MAT 103 with a grade of "C-" or higher or by

160

examination. Prerequisite for MAT 132: MAT 131 with a grade of "C-" or higher
or by- examination. Prerequisite for MAT 233: MAT 132 with a grade of "C-" or
higher.

MAT 241. Differential Equations 4 hours

The objective of this course is to introduce the fundamental ideas of the theory
of ordinary differential equations and to consider some of the applications of this
theory to the physical sciences. Topics include equations of order one, applica-
tions of equations of order one, linear differential equations, linear equations
with constant coefficients, nonhomogenous equations, undetermined coefficients,
variation of parameters, applications of equations of order two, and power series
solutions. Prerequisite: MAT 233 with a grade of "C-" or higher.

MAT 261. Discrete Mathematics 4 hours

This course may be considered a general introduction to advanced mathemat-
ics. As such, it will consider various methods and techniques of mathematical
proof. Topics are drawn from logic, set theory, functions, relations, combinato-
rics, graph theory, and boolean algebra. Prerequisite: MAT 132 with a grade of
"C-" or higher.

MAT 341. Probability 4 hours

This course provides a calculus-based study of probability theory. Topics in-
clude set-theoretic, axiomatic and combinatorial foundations, basic rules, condi-
tional probability, independence, random variable theory, special discrete and
continuous models, probability plots, and joint distributions. Prerequisite: MAT
233 with a grade of "C-" or higher.

MAT 351. Complex Analysis 4 hours

The objective of this course is to introduce the fundamental ideas of the theory
of functions of a complex variable. Topics include complex numbers, analytic
functions, elementary functions, conformal mapping, complex integration, and
infinite series. Prerequisite: MAT 233 with a grade of "C-" or higher.

MAT 362. Linear Algebra 4 hours

The objective of this course is to introduce the fundamental ideas of linear
algebra. Topics include linear equations, matrices, determinants, vector spaces,
inner products, linear transformation, eigenvalues, and eigenvectors. Prerequi-
site: MAT 132 with a grade of "C-" or higher. It is recommended that students
take MAT 261 before taking this course.

MAT 463. Abstract Algebra 4 hours

The objective of this course is to introduce the fundamental ideas of modern
algebra. Topics include sets, mappings, the integers, groups, rings, and fields.
Prerequisite: MAT 362 with a grade of "C-" or higher.

MAT 471. Special Topics in Mathematics 4 hours

Selected topics in advanced mathematics are offered such as Real Analysis,
Topology, Set Theory, Number Theory, Mathematical Statistics, Abstract Algebra
II, and Differential Geometry. Prerequisites will depend on the topic but will
include a minimum of MAT 233 with a grade of "C-" or higher and permission of
the instructor.

161

MAT 481. Independent Study in Mathematics 1-4 hours

Supervised research on a selected topic in mathematics. Prerequisite: Permis-
sion of the faculty supervisor.

MAT 491. Internship in Mathematics 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the Lynwood
Park Community Center Education Program, Internal Revenue Service, and vari-
ous actuarial and consulting firms. Graded on a satisfactory/unsatisfactory basis.
Prerequisites: Permission of the faculty supervisor and qualification for the in-
ternship program.

Mathematics and Computer Science

Since its inception as an academic discipline, computer science has been closely
associated with mathematics. Many of the field's pioneers are mathematicians by
training. Indeed, modern computer science would not be possible without the
existence of a number of mathematical developments once thought to be entirely
theoretical in nature.

The interdisciplinary major in mathematics and computer science is designed
to acquaint students with the various linkages between computer science and math-
ematics and to enable students to understand more thoroughly their primary dis-
cipline, whether it is mathematics or computer science. Rigorous training in
mathematical thinking will provide the computer science student with essential
analytical tools and mental discipline, while the problem-solving skills that will be
sharpened in the process of developing algorithms for computer applications will
prove to be beneficial to students in mathematics. Students will become familiar
with ways in which modern computational tools have made possible work in math-
ematics that would otherwise be prohibitively laborious. Understanding of the
many mathematical structures that are essential to effective development and uti-
lization of processes in computer science will be enhanced. The degree awarded is
the Bachelor of Science.

Requirements of the major include completion of the following courses, all
with a grade of "C-" or higher:

MAT 131 Calculus I

MAT 132 Calculus II

MAT 233 Calculus III

MAT 241 Differential Equations

MAT 261 Discrete Mathematics

MAT 341 Probability

CSC 244 Principles of Computer Programming in Java or
CSC 243 Principles of Computer Programming in C++

MAT 362 Linear Algebra

162

MAT 463 Abstract Algebra

CSC 842 Introduction to Data Structures in Ada
Completion of three of the following courses also is required:
CSC 240 Introduction to Computer Applications Software or
CSC 243 Principles of Computer Programming in C++ or
CSC 244 Principles of Computer Programming in Java
CSC 344 Principles of File Processing in COBOL
CSC 440 Principles of Object-Oriented Programming in C++
CSC 441 Assembly Language and Computer Architecture
CSC 442 Special Topics in Computer Science

Music

The music curriculum includes courses in music history, music theory, en-
semble performance, and applied lessons.

Minor

To complete a minor in music a student must successfully complete the fol-
lowing:

MUS 231 Music Theory I
MUS 232 Music Theory II
MUS 331 History of Music I
MUS 332 History of Music II
A total of four semester hours of University Singers and/or Applied Instruc-
tion in Music also must be taken.

MUS 134. University Singers 1 hour

This is an auditioned, mixed-voice concert choir, which is the primary musi-
cal ensemble for the study and performance of sacred and secular choral music.
The University Chorale, an auditioned chamber choir, is chosen from members of
the University Singers. Prerequisites: An audition and permission of the instruc-
tor.

MUS 135. Beginning Class Voice 1 hour

This course is an introduction to the basics of singing which includes posture,
breath pressure, phonation, diction, tone, and intonation. A variety of easy vocal
literature will be studied and performed. Prerequisite: Permission of the instruc-
tor.

MUS 136. Applied Instruction in Music 1 hour

The study and practice of techniques and literature on an individual basis.
Prerequisite: Permission of the instructor.

MUS 231. Music Theory 1 4 hours

This course is a study of the materials and structure of music using musical
examples from the Romanesque period to the 20'' 1 century, including elementary
composition. Listening assignments, ear training, and computer drill time are
assigned and discussed with each student. Prerequisite: Permission of the instruc-
tor.

163

MUS 232. Music Theory II 4 hours

This course is a continuation of Music Theory I using musical examples from
all the musical periods, including composition. Listening assignments, ear train-
ing, and computer drill time are assigned and discussed with each student. Prereq-
uisite: MUS 231 or permission of the instructor.

MUS 331. Music History I 4 hours

This course is a study of music with analysis of representative works begin-
ning with Greek music and continuing through the Classical period. Prerequisite:
Permission of the instructor.

MUS 332. Music History II 4 hours

This course is a study of music with analysis of representative works begin-
ning with Beethoven and continuing through the 20 th century. Prerequisite: MUS
331 or permission of the instructor.

MUS 430. Special Topics in Music 4 hours

This course will be a study of a selected topic in music, such as Women in
Music, World Music, African-American Composers, Basic Techniques of Conduct-
ing, Masterpieces of Choral Literature, Fundamentals of Music, Acoustics, and
Music and the Media. Prerequisite: COR 103 or permission of the instructor.

MUS 431. Independent Study in Music 1-4 hours

This course is supervised research on a selected project or paper. It provides
students an opportunity to study and analyze in depth a specific musical style,
composer, work, etc. Prerequisite: Permission of the instructor.

Philosophy

The mission statement of Oglethorpe University states that Oglethorpe gradu-
ates should be "humane generalists" with the intellectual adaptability which is
needed to function successfully in changing and often unpredictable job situa-
tions. The philosophy program at Oglethorpe accomplishes this goal by fostering
those abilities of critical thinking and intellectual flexibility required in virtually
any professional career.

Philosophy, in the broadest meaning of this term, is the attempt to think
clearly about the world and the place of human beings in it. This activity is a
response to questions which arise because the various areas of human life, such as
science, art, morality, and religion, often do not seem to be intelligible in them-
selves or to fit with one another. A philosophical world view, such as the philoso-
phy of Plato or the philosophy of Descartes, represents an attempt to think through
these difficulties and to arrive at a single, coherent vision of how reality is and
how human beings should relate to it.

The study of philosophy is a noble and worthwhile activity in its own right for
the enlightenment which it can provide about questions which should be of inter-
est to everyone. It is important, however, that the philosophy major also be effec-
tive at imparting those general skills which are crucial for most professions.
Philosophy students learn how to read and understand abstract and often very
difficult arguments. They also learn to think critically and independently, to de-

164

velop their own views, and to express their insights in clear, articulate spoken and
written prose. Such skills are important for almost any profession and are espe-
cially useful for business and law.

Philosophy courses need not be taken in a rigid sequence. Any philosophy
course should improve a student's overall philosophical abilities and thereby
strengthen the student's performance in any subsequent philosophy course. The
courses are, however, classified by the difficulty of the reading involved and the
amount of philosophical training and background which is advisable.

Major

The philosophy major consists of nine courses in philosophy, at least two of
which must be Level III courses.

Students majoring in philosophy are also required to take at least one semes-
ter of a foreign language at the second semester elementary-level or higher. Such
study is especially useful for students who plan to do graduate work in philosophy.
Students who have attained some proficiency in a foreign language may make use
of this ability by adding one semester hour of foreign language credit to certain
philosophy courses. For example, a student might add one semester hour of credit
to the Nietzsche course by reading some parts of Nietzsche's writings in the origi-
nal German, or add one semester hour of credit to the Plato course by reading
portions of Plato's dialogues in Greek. Most philosophy courses at Oglethorpe
are suitable for such foreign language supplementation. Credit for such extra
study will be arranged between the student and the instructor. The degree awarded
is the Bachelor of Arts.

Minor

The philosophy minor consists of any five courses in philosophy.

Level I courses are suitable for students who have no background in philosophy
and may serve as an introduction to the study of philosophy.

PHI 101. Significance of Human Life - Western Responses 4 hours

This course introduces the student to Western philosophy through the ques-
tion of whether human life as a whole has any ultimate meaning or significance
outside of individual desires. This question will be considered by studying
Ecclesiastes, The Book of Job, the philosophy of Socrates in Plato's Euthyphro, Apol-
ogy, and Crito, Lucretius,' On the Nature of Things, and Hume's Dialogues Concern-
ing Natural Religion.

PHI 102. Significance of Human Life - Eastern Responses 4 hours

Here the student is introduced to non-Western philosophy through a study of
some Asian responses to the question of human significance. Students will study
four thinkers who are different from one another but who are all important in the
Asian intellectual tradition. By studying these four in some depth, students will
be able to contrast their own Western philosophical background with something
quite different from it. Students are encouraged but not required to take PHI 101
and PHI 102 as a two-semester sequence.

PHI 103. Logic 4 hours

This course is an introduction to both logical thinking and thinking about
logic. It is divided into three parts: informal logic (a study of logical fallacies in

165

thinking), formal logic (a primer to develop literacy in symbolic logic), and the
philosophy of logic (exactly what is logic?).

Level II courses are for students who have some philosophical background, to the
extent of at least one Level I course.

PHI 201. Classical Ethical Theory 4 hours

This is the first semester of a year-long course on the history of ethical theory.
What ways does the Western tradition offer us to think about goodness and value?
What ought I to do? The first semester will pursue these questions by comparing
Plato's transcendent approach to the question of ultimate value with Aristotle's
this-worldly claims about the source of value. The course will also include the
ethical philosophies of Hume and Kant.

PHI 202. Contemporary Ethical Theory 4 hours

In this second-semester course on the history of ethical theory, students will
read several contemporary works concerning the nature of the ethical. Works will
be drawn from both the analytic and the Continental traditions and an effort will
be made to put the two traditions into dialogues with each other. Students are
encouraged, but not required to take PHI 201 and PHI 202 as a two-semester
sequence.

PHI 203. Philosophy of Law 4 hours

This course will attempt to answer three questions: What is law? What is jus-
tice? What is the relationship between law and justice? To this end, students will
read four seminal figures: Plato, Kant, Rawls, and Derrida. The course will con-
clude with a case study of the philosophical issues involved in constitutional pri-
vacy.

PHI 204. Plato 4 hours

This course is a study of the philosophy of Plato through a reading of his
major dialogues. In addition to the "Socratic" dialogues, readings will include the
Phaedo, Phaedrus, Symposium, Republic, and Timaeus.

PHI 205. Aristotle 4 hours

This course is a study of the philosophy of Aristotle through a reading of his
major works. Readings will include portions of the Logic, Physics, DeAnima, Meta-
physics, and Nicomachean Ethics.

PHI 206. The Rise of Christian Thought 4 hours

This course involves a study of the distinctively Christian view of human na-
ture and the human situation, as developed primarily by Paul and Augustine and
continued in later thinkers such as Martin Luther. Students will consider the
philosophical theories of Antiquity to which the Christian doctrines were a re-
sponse, and the adequacy and persuasiveness of the Christian answer to them.
Readings will include the Gospels, the letters of St. Paul, and St. Augustine's Con-
fessions, On the Free Choice of the Will, and parts of The City of God.

PHI 301. Philosophy of Art (Aesthetics) 4 hours

This course will attempt to trace the philosophic underpinnings of the move-
ment within art toward non-representational art. The course begins with Kant's

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third Critique and includes readings by Hegel, Heidegger, Derrida, and several
others. Students will also read several works by artists themselves, including
Kandinsky, Francis Bacon, and Anselm Kiefer.

PHI 302. Knowledge and Scepticism (Epistemology) 4 hours

This course will cover various issues concerned with the nature and validity
of human knowledge. The topics studied will include the distinction between knowl-
edge and belief, arguments for and against scepticism, perception and our knowl-
edge of the physical world, and the nature of truth.

PHI 303. Space, Time, and God 4 hours

This course examines our conception of the universe as a totality, both in its
own nature and in relation to an external cause. We will consider whether space
and time are "absolute" realities or only systems of relations among objects, whether
they are finite or infinite, and whether or not there logically could exist space-
time universes in addition to our own. The course will conclude with the question
of whether our space-time universe is self-sufficient or requires an ultimate cause
or explanation (God) outside of itself.

PHI 304. Philosophy of Mind 4 hours

This course involves the study of philosophical questions about the nature of
human persons. Students will examine: 1) The mind-body problem - the nature of
the mind and consciousness, and the relation of consciousness to physical pro-
cesses within the body; 2) Personal identity - what makes a person one mind or
subject both at a single moment and over time; and 3) Free will - the status of a
person as a free agent and the relation of this freedom to the causally determined
processes in the person's body.

PHI 305. Nietzsche 4 hours

In this course students will study the philosophy of Nietzsche through a read-
ing of his major works, including The Birth of Tragedy, The Uses and Abuses of History
for Life, Thus Spake Zarathustra, Beyond Good and Evil, Twilight of the Idols, and The
Anti-Christ. Students will also study some contemporary and influential readings
of Nietzsche.

PHI 306. African Philosophy 4 hours

Taking African philosophy as a case study of post-colonial thought, students
will study the African critique of traditional modes of philosophizing. The au-
thors read will include Cesaire, Senghor, Sartre, Mudimbe, Appiah, Achebe,
Soyinka, Ngugi wa Thiong'o, and Victor Turner.

PHI 320. Special Topics in Philosophy: Philosophers 4 hours

Intensive study of the thought of a single important philosopher or group of
philosophers.

PHI 321. Special Topics in Philosophy: Philosophical Issues

and Problems 4 hours

Studies of selected philosophical questions usually of special relevance to the
present day have included courses such as Philosophy of History, War and Its
Justification, and Philosophical Issues in Women's Rights.

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PHI 322. Independent Study in Philosophy 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

PHI 323. Internship in Philosophy 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour ot'academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the Ameri-
can Civil Liberties Union, the Georgia Attorney General's Office, and Georgia
Justice Project. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Per-
mission of the faculty supervisor and qualification for the internship program.

POL 341. Political Philosophy I: Ancient and Medieval 4 hours

This is an examination of the origins of philosophical reflection on the fun-
damental issues of politics, which is designed to lead to the critical consideration
of the political views of our time. Among the topics discussed are the relationship
between knowledge and political power and the character of political justice. Por-
tions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are
examined. Prerequisite: COR 201 or permission of the instructor.

POL 342. Political Philosophy II: Modern 4 hours

This is a critical examination of the peculiarly modern political and philo-
sophical stance beginning where Political Philosophy I concludes. Among the
authors discussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequi-
site: POL 341 or permission of the instructor.

Level III courses are the most difficult and challenging and are for students who
have significant philosophical background, to the extent of at least one or two
Level II courses.

PHI 401. The Philosophical Response to the Scientific Revolution 4 hours

This course is a study of the philosophical systems of Hobbes, Descartes,
Spinoza and Leibniz. Each of these philosophies is an attempt to come to terms
with the scientific picture of the world which had been given to the West by
Copernicus and Galileo. The course begins with the materialist philosophy of
Hobbes, followed by Descartes' dualistic (between mind and matter) view of the
created world, and then considers Spinoza's pantheistic monism and Leibniz's
idealistic atomism as responses to the difficulties in the Cartesian philosophy.

PHI 402. Kant's Critique of Pure Reason 4 hours

A study of Kant's theoretical philosophy, his "metaphysics of experience,"
through a reading and analysis of his major work. An attempt will be made to
discover which portions of Kant's philosophy can be accepted as valid and true in
the light of present-day philosophy and science.

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PHI 403. Heidegger's Being and Time 4 hours

This course involves a close and patient reading of one of the most important
and difficult works of Continental philosophy. An effort will be made to avoid
speaking "heideggerianese" and to translate the dense language of the text into a
way of speaking accessible to students.

PHI 404. Contemporary French Philosophy 4 hours

It has been argued that the most provocative developments in the current
development of German philosophy have been the French readings of now classic
German writers such as Kant, Hegel, Marx, Nietzsche, Freud, and Heidegger, to
name a few. Students will attempt to test this thesis by reading some representa-
tive and challenging texts. The authors studied may include Bataille, Foucault,
Deleuze, Derrida, Althusser, Blanchot, and others.

Physics

The physics curriculum is designed to provide well-rounded preparation in
classical and modern physics. The successful completion of this program will pre-
pare the graduate to gain admission to one of the better graduate programs in
physics or a related scientific field, or to secure employment in a technical, scien-
tific, or engineering setting.

A grade of "C-" or higher must be obtained in each freshman- and sopho-
more-level science course that is required for this major or minor; these courses
are numbered 100 through 300 in each discipline. A grade-point average of 2.0 or
higher is required in all courses required for the major.

Students who are interested in scientific illustration are encouraged to con-
sider the Scientific Illustration Tracks that are offered within the art major.

Major

The requirements for a major in physics are as follows: College Physics I and
II taken after or concurrently with Calculus I and II (preferably in the freshman
year); Classical Mechanics I and II taken after or concurrently with Calculus III
(suggested for the sophomore year); Thermal and Statistical Physics; Modern Op-
tics; Modern Physics I and II; Electricity and Magnetism I and II; Mathematical
Physics; and Special Topics in Theoretical Physics or Special Topics in Experimen-
tal Physics. Examination is generally required to transfer credit for any of these
courses. The degree awarded is the Bachelor of Science.

Minor

A minor in physics is offered to provide students with an opportunity to
strengthen and broaden their educational credentials either as an end in itself or
as an enhancement of future employment prospects. The requirement for the
physics minor is three lecture courses numbered PHY 202 or higher plus at least
one physics laboratory course at the 300 level or above.

Note: Effective Spring Semester 2003, semester hour credit for physics lecture
classes will total 4.

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PHY 101, PHY 102. General Physics I, II 3 plus 3 hours/4 plus 4 hours

An introductory course without calculus. Fundamental aspects of mechanics,
heat, light, sound, and electricity are included. The text will be on the level of
Serway and Faughn, College Physics. Three lectures and three hours of laboratory
per week. Prerequisite: MAT 103; PHY 101 must precede PHY 102. Corequisites:
PHY lOlLandPHY 102L.

PHY 201, PHY 202. College Physics I, II 4 plus 4 hours/5 plus 5 hours

Introductory physics with calculus. Subject matter is the same as in general
physics but on a level more suited to physics majors, engineering majors, etc. One
year of calculus as a prerequisite is preferred, otherwise calculus must be taken
concurrently. The text will be on the level of Halliday, Resnick, and Walker, Funda-
mentals of Physics. Prerequisite: PHY 201 with a grade of "C-" or higher must pre-
cede PHY 202. Corequisites: PHY 101L and PHY 102L.

PHY 10 1L, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour

Introductory physics laboratories to accompany PHY 101, 102, 201 and 202.

PHY 211, PHY 212. Classical Mechanics I, II 4 plus 4 hours

This is the student's first introduction to theoretical physics. Lagrangian and
Hamiltonian methods are developed with Newton's laws of motion and applied to
a variety of contemporary problems. Emphasis is placed on problem work, the
object being to develop physical intuition and facility for translating physical prob-
lems into mathematical terms. The text will be on the level of Analytical Mechanics
by Fowles. Prerequisites: MAT 132 and PHY 202 with a grade of "C-" or higher in
each course. A grade of "C-" or higher must be earned in PHY 211 before taking
PHY 212.

PHY 232. Fundamentals of Electronics 3 hours/4 hours

This course is designed primarily for science majors and dual degree engi-
neering students. Coverage includes DC and AC circuits, semi-conductor devices,
amplifiers, oscillators, and digital devices. The intent is to provide a working un-
derstanding of common instrumentation in science and technology. Prerequisite:
PHY 102 or PHY 212 with a grade of "C-" or higher.

PHY 232L. Fundamentals of Electronics Laboratory 1 hour

The laboratory component of PHY 232.

PHY 331, PHY 332. Electricity and Magnetism I, II 4 plus 4 hours

A thorough introduction to one of the two fundamental disciplines of classi-
cal physics, using vector calculus methods. After a brief review of vector analysis,
the first semester will treat electrostatic and magnetic fields and provide an intro-
duction to the special theory of relativity. The second semester will develop elec-
trodynamics, including Maxwell's equations, the propagation of electromagnetic
waves, radiation, and the electromagnetic theory of light. The treatment will be
on the level of the text of Reitz, Milford, and Christy. It is recommended that MAT
241 be taken concurrently. Prerequisites: MAT 233 and PHY 202 with a grade of
"C-" or higher in each course; PHY 331 must precede PHY 332.

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PHY 333. Thermal and Statistical Physics 4 hours

The purpose of this course is to provide physics, engineering, and chemistry
majors with a fundamental understanding of heat and the equilibrium behavior
of complex systems. Topics will include the zeroth, first and second laws of ther-
modynamics with applications to closed and open systems; microcanonical and
canonical ensembles for classical and quantum systems, with applications to ideal
gases, specific heats, blackbody radiation, etc.; the kinetic description of equilib-
rium properties. Text will be on the level of Kestin and Dorfman or Zemansky.
Prerequisites: MAT 132 and PHY 202 with a grade of "C-" or higher in each course.

PHY 333L. Thermal and Statistical Physics Laboratory 1 hour

Laboratory work will emphasize classic experiments such as the ballistic pen-
dulum, hard sphere scattering, the Millikan oil drop experiment, the Michelson
interferometer, etc. Emphasis also will be placed on measuring fundamental con-
stants such as the speed of light, h, G, e and e/m. Corequisite: PHY 333.

PHY 335. Introduction to Modern Optics 3 hours/4 hours

A standard intermediate-level optics course which will treat the basics of wave
theory and the electromagnetic origin of optical phenomena, geometrical optics,
physical optics including Fourier optics, Fraunhofer and Fresnel diffraction, and
dispersion. The course will conclude with some consideration of current topics
such as holography, quantum optics, and non-linear optics. Text will be on the
level of Jenkins and White or Hecht. Prerequisites: MAT 241 and PHY 202 with a
grade of "C-" or higher in each course.

PHY 335L. Modern Optics Laboratory 1 hour

This laboratory accompanies course PHY 335.

PHY 421, PHY 422. Introduction to

Modern Physics I, II 3 plus 3 hours/4 plus 4 hours

For physics, engineering, and chemistry majors, this is a one-year sequence
that discusses the most important developments in 20th-century physics. The first
semester will review special relativity and treat the foundations of quantum phys-
ics from a historical perspective; the quantum theory of one-electron atoms will be
developed. In the second semester, there will be a treatment of many-electron
atoms, molecules, and solids, with an introduction to nuclear and elementary par-
ticle physics. The text will be on the level of Eisberg and Resnick, Quantum Physics.
Prerequisites: PHY 202 and PHY 332; PHY 421 must precede PHY 422.

PHY 42 1L, PHY 422L. Modern Physics Laboratory I, II 1 plus 1 hour

Laboratory work will emphasize modern physics in areas such as microwave
optics, superconductivity, measurements of magnetic fields, electron spin reso-
nance, the Franck-Hertz experiment, laser optics, etc. Corequisites: PHY 421 and
PHY 422.

PHY 423. Mathematical Physics 4 hours

This course will examine a variety of mathematical ideas and methods used
in physical sciences. Topics may include: vector calculus; solutions of partial dif-
ferential equations, including the wave and heat equations; special functions; eigen-

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value problems; Fourier analysis and mathematical modeling, particularly numerical
computer methods. Text will be on the level of Arf ken or Mathews and Walker.
Prerequisite: MAT 241 with a grade of "C-" or higher.

PHY 431. Special Topics in Theoretical Physics 1-4 hours/ 1-5 hours

Topics to be chosen in accordance with the student's interest include Laser
Physics, Plasma Physics, Theory of the Solid State, Nuclear and Particle Physics,
Astrophysics, and Cosmology.

PHY 441. Special Topics in Experimental Physics 1-4 hours/1-5 hours

Topics to be chosen in accordance with the student's interest in experimental
physics.

PHY 499. Independent Study in Physics 1-4 hours/ 1-5 hours

Supervised study of a topic of interest to the student, which is not treated in
the regularly scheduled course offerings. Prerequisite: Permission of the instruc-
tor.

Politics

The study of politics at Oglethorpe University focuses on the interpretation
of events, both past and current, from a perspective informed by the study of
political thought and institutions. In addition, students in this discipline develop
their capacity to compare analogous cases and to generalize. The ability to read
difficult texts carefully and thoughtfully is especially important in political phi-
losophy courses. Students of politics develop some tolerance for ambiguity and
disagreement, while at the same time learning to appreciate the difference be-
tween informed and uninformed opinion. The study of politics provides good
training for life in a world that, for better or worse, is shaped profoundly by politi-
cal institutions. It is especially appropriate for those interested in careers in law,
business, teaching, journalism, and government.

To engage in career exploration and to learn more about practical politics,
majors are encouraged to seek internships. Oglethorpe's location in metropolitan
Atlanta means that a diverse array of internships is readily available to students. In
recent years, students have taken advantage of the Georgia Legislative Intern and
Governor's Intern Programs, working with the Georgia State Legislature, the De-
partment of Industry, Trade, and Tourism, and the League of Women Voters,
among others. The University's Career Services Office also is prepared to help
students identify and develop interesting internships. In addition, the University
is able to arrange numerous exciting opportunities through its affiliations with
The Washington Center for Internships and the Washington Semester Program of
American University. While students may earn up to 16 semester hours of intern-
ship credit, only eight may count toward the fulfillment of major requirements
and four toward the fulfillment of minor requirements.

Students majoring in politics also are encouraged to consider the possibility
of studying abroad. For a listing of foreign institutions and programs with which
Oglethorpe has exchange agreements and affiliations, please see International
Exchange Partnerships/Study Abroad in the Educational Enrichment section of
this Bulletin.

172

Major

The requirements for a major in politics are satisfactory completion of at
least 10 courses in the discipline, of which the following five are required:
POL 101 Introduction to American Politics
POL 111 International Relations
POL 121 European Politics
POL 131 Asian Politics

POL 341 Political Philosophy I: Ancient and Medieval or
POL 342 Political Philosophy II: Modern
In addition, students must take two courses at the 300 level and one at the 400
level, and complete at least one semester of a foreign language at the second
semester elementary-level or higher. The degree awarded is the Bachelor of Arts.

Minor

To receive a minor, students must take four courses distributed among three
of the four subfields of the discipline (American politics, comparative politics,
international relations, and political philosophy).

POL 101. Introduction to American Politics 4 hours

This course is an introduction to the fundamental questions of politics through
an examination of the American founding and political institutions.

POL 111. International Relations 4 hours

This course is an introduction to the conduct of politics in a condition of
anarchy. The central issues will be how and whether independent states can estab-
lish and preserve international order and cooperate for the achievement of their
common interests in an anarchic environment. These questions will be explored
through a reading of relevant history and theoretical writings and an examination
of present and future trends influencing world politics.

POL 121. European Politics 4 hours

This course is a factual, conceptual and historical introduction to politics on
the European continent, including (but not necessarily limited to) Britain, France,
Germany, Italy, Russia, and the European Union. These regimes will be studied
through a comparison of their social structures, party systems, institutions and
constitutions, political cultures and (if possible) their domestic policies. Prerequi-
site: POL 101.

POL 131. Asian Politics 4 hours

This course is a general introduction to the variety of political systems in
Asia, concentrating particularly on the nations of East Asia. It will emphasize the
methods of comparative political study and will focus on understanding the fac-
tors that determine different political outcomes in nations that share a geographi-
cal region and many similar cultural and historical influences.

POL 201. Constitutional Law 4 hours

In this course, we will examine the Constitution and the efforts of the United
States Supreme Court to expound and interpret it. In addition to reading and
briefing many Supreme Court decisions, we will examine some leading contempo-
rary works in constitutional and legal theory. Prerequisite: POL 101.

173

POL 202. State and Local Government 4 hours

This course is a survey of the origin, development, and characteristic prob-
lems of state and local government in the United States. Prerequisite: POL 101.

POL 302. American Political Parties 4 hours

An in-depth study of the development of party organizations in the United
States and an analysis of their bases of power. Prerequisite: POL 101.

POL 303. Congress and the Presidency 4 hours

An examination of the original arguments for the current American govern-
mental structure and the problems now faced by these institutions. Prerequisite:
POL 101.

ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of poli-
tics and policymaking in the new American city and its environs. Consideration
will be given to the political and sociological significance of a number of the
factors that characterize this new development, including the extremes of wealth
and poverty, the mix of racial and ethnic groups, and the opportunities and chal-
lenges provided by progress in transportation and technology. Offered annually.

POL 311. United States Foreign Policy 4 hours

A history of American foreign policy since 1945, emphasis in this course will
be on the description, explanation, and evaluation of events and policies, not the
study of policy-making as such.

POL 331. Politics in Japan 4 hours

This course will examine the processes and institutions of the Japanese politi-
cal system. It will investigate traditional areas of interest such as political parties,
legislative politics, the bureaucracy, and public policy formation and then look at
related phenomena within the broader society. Prerequisite: POL 101 or POL
131.

POL 341. Political Philosophy I: Ancient and Medieval 4 hours

This is an examination of the origins of philosophical reflection on the fun-
damental issues of politics, which is designed to lead to the critical consideration
of the political views of our time. Among the topics discussed are the relationship
between knowledge and political power and the character of political justice. Por-
tions of the works of Aristophanes, Plato, Aristotle, Aquinas, and Alfarabi are
examined. Prerequisite: COR 201 or permission of the instructor.

POL 342. Political Philosophy II: Modern 4 hours

This is a critical examination of the peculiarly modern political and philo-
sophical stance beginning where Political Philosophy I concludes. Among the
authors discussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequi-
site: POL 341 or permission of the instructor.

174

POL 350. Special Topics in Politics 4 hours

A variety of courses will be offered to respond to topical needs of the curricu-
lum. Recent courses include Theorists of International Order, Shakespeare's Poli-
tics, Criminal Law, and Citizenship in Theory and Practice.

POL 401. Business and Politics 4 hours

In this course, the role of business groups in public affairs and the role of
government in business affairs will be examined. Discussion will include the struc-
ture of interest groups, their lobbying activities, and the politics of regulation,
among other topics. It is intended to serve as the "capstone" for the study of Ameri-
can politics in the major. Prerequisite: POL 101 or permission of the instructor.

POL 411. Advanced Topics in International Relations 4 hours

An in-depth treatment of one or more of the issues introduced in Interna-
tional Relations. Topics vary from year to year. Prerequisite: POL 1 1 1 or POL 311.

POL 431. Seminar in Politics and Culture 4 hours

This will be an upper-level seminar in the study of the relationship of politics
and culture. Emphasis will be placed on understanding the nature and difficulties
of cultural study, with particular attention to ethnographic or participant observer
research methods. Focus of the seminar will change yearly but may include Juda-
ism and Jewishness or Women and Politics. Prerequisite: POL lOlor junior stand-
ing.

POL 441. Studies in Political Philosophy 4 hours

An intensive examination of a text or theme introduced in the Political Phi-
losophy sequence. Among the topics have been Rousseau's Emile, Spinoza, and
The German Enlightenment. Prerequisite: Permission of the instructor.

POL 450. Independent Study in Politics 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

POL 451. Internship in Politics 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the Geor-
gia State Legislature, the United States Department of State, the Carter Center,
and the Superior Court of Fulton County. Graded on a satisfactory/unsatisfactory
basis. Prerequisites: Permission of the faculty supervisor and qualification for the
internship program.

175

Pre-law Studies

Students planning to enter law school after graduation from Oglethorpe should
realize that neither the American Bar Association nor leading law schools en-
dorse a particular pre-law major. The student is advised, however, to take courses
that enhance the basic skills of a liberally educated person: reading with compre-
hension, writing, speaking, and reasoning. The student is encouraged to become
more familiar with political, economic, and social institutions as they have devel-
oped historically and as they function in contemporary society.

Students interested in pursuing a legal career should ask the Registrar for the
names of faculty members serving as pre-law advisors.

Pre-medical Studies

A student who plans to attend a professional school of medicine, dentistry,
optometry, pharmacy or veterinary medicine should plan a program of studies at
Oglethorpe in consultation with a faculty member who is a designated pre-medi-
cal advisor. It is desirable for the pre-medical student to have a pre-medical advi-
sor from the outset of the planning of his or her undergraduate program. It is
essential that the student establish contact with a pre-medical advisor by the sec-
ond semester of the student's freshman year.

Professional schools of health science require for admission successful comple-
tion of a specified sequence of courses in the natural sciences, courses in the
humanities and social sciences, as well as the submission of acceptable scores on
appropriate standardized tests. However, pre-medical students have wide latitude
of choice with regard to the major selected. Students should familiarize them-
selves with the particular admission requirements of the type of professional school
they plan to enter prior to deciding on the course of study to be pursued at
Oglethorpe. An excellent starting point for this preliminary study is "A Gateway
to Health Professions Websites" at http://iviuw.naahp.org.

Some schools of medicine, dentistry, and veterinary medicine will admit highly
qualified applicants who have completed all admission requirements for the pro-
fessional school during three years of study at an undergraduate institution. (Four
years of undergraduate work and a bachelor's degree are standard requirements;
admission after three years is highly atypical and is not available at all schools.) It
is possible for students to enter an allopathic, osteopathic or podiatric medical
school, dental school or veterinary school (no other health professions schools are
eligible) after three years of study at Oglethorpe and to complete their bachelor's
degree under the Professional Option. By specific arrangement between the pro-
fessional school and Oglethorpe University, and in accordance with regulations of
both institutions, after successful completion of all academic requirements of the
first year in the professional school, the student receives a degree from Oglethorpe
University when certified to be in good standing at the professional school. Stu-
dents interested in this possibility should consult with their advisors to make cer-
tain that all conditions are met; simultaneous enrollment in several science courses
each semester during the three years at Oglethorpe likely will be required to meet
minimum expectations for taking professional school admissions tests and to meet

176

admission requirements for the professional school. All Oglethorpe core courses
must be completed before the student enrolls in the professional school.

Psychology

The Department of Psychology endorses a view of psychology as the use of
scientific methods to study a broad range of factors that often interact to produce
human behavior, including cognitive, developmental, personality, physiological,
and social variables. Therefore, students who major in psychology are expected
to:

1. Learn to apply empirical methods to understand human and animal be-
havior. Students should be able to use and critique a variety of research
methods, ranging from controlled laboratory experiments to naturalistic
observations. Specific skills to be acquired include the ability to opera-
tionally define concepts for empirical stud' ; to collect, analyze, and inter-
pret empirical data; and to clearly communicate findings to larger
audiences through oral and written presentations (for example, APA style
research papers, posters, and presentations).

2. Learn major theoretical and empirical advances in a variety of disciplines
within the field of psychology (for example, clinical, cognitive, develop-
mental, motivational, organizational, personality, physiological, social).
This objective should include the ability to compare and contrast explana-
tions offered by different schools of thought within each discipline (for
example, behavioral, biological, cognitive, dispositional, psychoanalytic,
social learning). It also should include an understanding of both current
and historically prominent developments in the various disciplines.

3. Learn ways in which psychological concepts can be applied for the ben-
efit of oneself and society. Students will learn about clinical, educational
and organizational applications of psychological research and will con-
sider ways in which psychological principles may be relevant to personal
life and civic participation. In addition, students are expected to become
more precise and tolerant observers of human behavior and individual
differences.

Major

The major consists of at least nine psychology courses (36 semester hours)
beyond Psychological Inquiry. These nine courses must include Statistics, Intro-
duction to Quantitative Research Methods, Advanced Experimental Psychology,
and History and Systems of Psychology. Psychology majors also are required to
complete General Biology I and II as directed electives and at least one semester
of a foreign language at the second semester elementary-level or higher. The de-
gree awarded is the Bachelor of Arts.

Minor

A minor in psychology consists of any four psychology courses (20 semester
hours) beyond Psychological Inquiry. No course can be used to satisfy both major
and minor requirements.

PSY 101. Psychological Inquiry 4 hours

This course presents a unique way of understanding ourselves: the use of the
empirical method to obtain information about human and animal behavior. Psy-

177

chological experimentation will be shown to contribute to human self-understand-
ing through its production of interesting, reliable, and often counter-intuitive re-
sults. Topics to be considered may include obedience to authority, memory,
alcoholism, persuasion, intelligence, and dreaming. These topics will be exam-
ined from a variety of potentially conflicting perspectives: behavioral, cognitive,
developmental, biological, and psychoanalytic.

PSY 201. Child and Adolescent Psychology 4 hours

The ways in which individuals understand the world and each other change
dramatically from birth to adolescence. This course will trace these developments,
particularly those of cognition, social behavior, and self-concept. The factors in-
fluencing development, such as heredity and the social/cultural environment,
will be emphasized. Prerequisite: PSY 101 with a grade of "C-" or higher.

PSY 202. Organizational Psychology 4 hours

Organizations and the individuals who function within them will be exam-
ined from the perspective of psychological theory and research. Consideration
will be given both to broad topics relevant to all organizations, such as communi-
cations, groups, and leadership, and to topics specific to the work environment,
such as employee selection, training, and evaluation. Prerequisite: PSY 101 with a
grade of "C-" or higher.

PSY 203. Learning and Conditioning 4 hours

This course examines the empirical and theoretical issues surrounding learned
behavior. Most of the data discussed come from studies in animal learning but
special emphasis will be placed on how learning principles explain everyday hu-
man behavior and are used in the treatment of abnormal behavior patterns. Pre-
requisite: PSY 101 with a grade of "C-" or higher.

PSY 204. Social Psychology 4 hours

Social psychology is the study of human beings in interaction with each other
or under the pressure of forces of social influence. The course will include a
consideration of conformity, persuasion, attraction, aggression, self-presentation,
and other relevant aspects of the social life. Prerequisite: PSY 101 with a grade of
"C-" or higher.

PSY 205. Theories of Personality 4 hours

The goal of this course is to acquaint the student with the major theories of
personality and with approaches to the scientific evaluation of them. Students will
be encouraged to engage in critical analysis and theoretical comparisons of the
ideas presented from diverse, and often contradictory, perspectives. Prerequisite:
PSY 101 with a grade of "C-" or higher.

PSY 301. Introduction to Quantitative Research Methods 4 hours

Through a combination of class discussion and hands-on research activity,
this course provides students with exposure to a variety of research approaches.
The course begins with an examination of descriptive methods, such as naturalis-
tic observation, surveys, and archival research, and concludes with an analysis of
controlled experimental methods. Quasi-experimental designs and applications

178

of research methods are also explored. Offered annually. Prerequisites: PSY 101
with a grade of "C-" or higher and MAT 111.

PSY 302. Advanced Experimental Psychology 4 hours

This sequel to the introductory research methods course provides an in-depth
analysis of controlled experimentation in a laboratory setting. Each student will
design and conduct an individual research project to fulfill the laboratory compo-
nent of the course. Prerequisite: PSY 301.

PSY 303. Psychological Testing 4 hours

This course covers the selection, interpretation, and applications of psycho-
logical tests, including tests of intellectual ability, vocational and academic apti-
tudes, and personality. The most common uses of test results in educational
institutions, clinical settings, business, government, and the military will be con-
sidered. The history of psychological testing and the interpretation of test results
also will be considered from both traditional and critical perspectives. Although
students will have the opportunity to see many psychological tests, this course is
not intended to train students actually to administer tests. Prerequisites: PSY 101
with a grade of "C-" or higher and MAT 111.

PSY 306. Abnormal Psychology 4 hours

There are three main goals in this course. The first is to enhance the student's
understanding of psychopathology and major treatment approaches. The second
is to help the student learn to evaluate critically the research evidence regarding
therapeutic interventions. The third is to encourage a self-examination of the
student's attitudes and those of our society regarding mental illness and the full
range of human individual differences. Prerequisites: PSY 101 with a grade of "C-
" or higher and PSY 205.

PSY 307. Cognitive Psychology 4 hours

This course explores the nature and function of human thought processes.
Topics to be considered include perception, attention, remembering and forget-
ting, mental imagery, psycholinguistics, problem solving, and reasoning. Prereq-
uisite: PSY 101 with a grade of "C-" or higher.

PSY 308. Sensation and Perception 4 hours

This course explores how the brain and body transduce, organize, and inter-
pret information from the environment. Topics covered will include psychophysi-
cal methods, signal detection theory, and the neural mechanisms underlying vision,
hearing, taste, smell, and touch. Prerequisites: PSY 101 with a grade of "C-" or
higher and BIO 102. (Biology majors only need BIO 102.)

PSY 309. Behavioral Neuroscience 4 hours

This course focuses on the neural and hormonal correlates of behavior in-
cluding sleep, feeding, sexual behavior, learning and memory, language, move-
ment, and psychopathology including mood disorders and schizophrenia. Other
topics include methods used in the brain sciences, the connection between stress
and illness, and how the brain recovers from injury. Prerequisites: PSY 101 with a
grade of "C-" or higher and BIO 102. (Biology majors only need BIO 102.)

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PSY 401. Special Topics in Psychology 4 hours

The seminar will provide examination and discussion of various topics of
contemporary interest in psychology. Prerequisite: PSY 101 with a grade of "C-" or
higher.

PSY 402. Topics in Clinical Psychology 4 hours

The focus of the course is on the examination and discussion of topics of
contemporary interest in clinical psychology. Prerequisite: PSY 306.

PSY 403. Drugs, the Brain, and Behavior 4 hours

This course examines the effects of psychoactive drugs on the central ner-
vous system and behavior. Both recreational and illicit drugs (opiods, stimulants,
sedatives, hallucinogens) and those used to treat mental disorders (antianxiety
agents, antidepressants, antipsychotics) will be covered. Drug action at the synap-
tic level, dose-response functions, tolerance and sensitization, and toxicity will be
discussed. Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102.
(Biology majors only need BIO 102.)

PSY 405. History and Systems of Psychology 4 hours

A study of the historic development of modern psychology, this course covers
its philosophical and scientific ancestry, the major schools of thought, the con-
temporary systems of psychology, and their theoretical and empirical differences.
Recommended for the senior year. Prerequisites: Two or more psychology courses
and senior status or permission of the instructor.

PSY 406. Directed Research in Psychology 4 hours

Original investigations and detailed studies of the literature in selected areas
of psychology will be supervised by a faculty member. Emphasis will be on origi-
nal research. Prerequisites: PSY 301 and permission of the instructor.

PSY 407. Internship in Psychology 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the Geor-
gia Psychological Association, Atlanta Center for Eating Disorders, and Yerkes
Regional Primate Center. Graded on a satisfactory/unsatisfactory basis. Prereq-
uisites: Permission of the faculty supervisor and qualification for the internship
program.

PSY 408. Independent Study in Psychology 1-4 hours

This course provides the opportunity for an intense study of diverse topics
under the direct supervision of the instructor. Prerequisite: Permission of the
instructor.

ISO

Sociology

Sociology is the study of human society, culture, and conduct from a variety
of perspectives that include interpersonal, institutional, and aggregate levels of
analyses. At the interpersonal level, sociologists may study personality formation
in social contexts or how the individual responds to social opportunities and con-
straints. At the institutional level, sociologists attempt to analyze social institu-
tions (such as the family, religion, and the state) and social structures (such as
social classes and racial and ethnic stratification) that shape human conduct. And
at the aggregate level, sociology focuses on the study of large-scale influences
ranging from demographics to social movements to cultural systems.

The mission of the sociology faculty at Oglethorpe is to introduce students to
such studies within a liberal arts setting by developing each student's analytical,
writing, speaking, and methodological skills, as well as his or her ability to com-
prehend and explicate difficult texts. Sociology majors should be able, through
written and oral analyses, to make arguments whose conclusions follow from evi-
dence carefully and logically presented. They should be able to distinguish be-
tween informed and uninformed opinion. In addition, each sociology student at
Oglethorpe will be expected to master essential knowledge within the areas of
sociological theory, research methodology, and statistics, and within at least three
content areas. In order to encourage a practical understanding of social problems
and institutions, students, where appropriate, are urged to seek internships. Stu-
dents bound for graduate school are encouraged to master a foreign language.

Major

The sociology major consists of a minimum of nine sociology courses (36
semester hours) beyond Human Nature and the Social Order I and II. These nine
courses must include Introduction to Sociology, Statistics, Introduction to Quanti-
tative Research Methods, Sociological Theory, and five additional sociology courses
selected by the student. Of the nine courses, at least six must be completed at
Oglethorpe for a major in sociology. Human Nature and the Social Order I and II
must be completed by all majors who enter Oglethorpe below the junior level. In
addition, at least one semester of a foreign language at the second semester el-
ementary-level or higher is required. The degree awarded is the Bachelor of Arts.

Minor

A minor in sociology consists of Introduction to Sociology and any other
three sociology courses (16 semester hours) beyond Human Nature and the Social
Order I and II. No course can be used to satisfy both major and minor require-
ments. Of the four sociology courses, at least three must be completed at
Oglethorpe for a minor in sociology.

Sociology with Social Work Concentration

Major

A major in sociology with a concentration in social work consists of seven
courses (28 semester hours) beyond Human Nature and the Social Order I and II,
in addition to a semester of field placement (16 semester hours). Required courses

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include Introduction to Sociology, Field of Social Work, and Methods of Social
Work, in addition to four sociology electives. Successful completion of at least
one semester of a foreign language at the second semester elementary-level or
higher also is required. The degree awarded is the Bachelor of Arts.

SOC 101. Introduction to Sociology 4 hours

This course offers an introduction to topics central to the study of human
society, culture, and conduct. Selected fields of study frequently include culture,
formation of the self, social classes, power structures, social movements, criminal
behavior, and a variety of social institutions. Emphasis is placed upon basic con-
cepts and principal findings of the field. Offered annually.

SOC 201. The Family 4 hours

This course focuses primarily on the 20 th -century American family. The top-
ics discussed include trends in marriage, the age of marriage, fertility, illegiti-
macy, divorce, remarriage, and domestic abuse. The possible social and economic
causes and consequences of these trends are also discussed. Offered annually.

SOC 202. The American Experience 4 hours

The purpose of this course is to acquaint students with basic aspects of the
American experience. Special attention is paid to the individual's relationship to
the community. Specific topics of discussion include Populism, Federalism, the
role of advertising in folk culture, the relationship of technology and democracy,
and America's exploring spirit. Offered biennially.

SOC 204. Social Problems 4 hours

This course studies the impact of current social forces upon American soci-
ety. Deviation from social norms, conflict concerning social goals and values,
and social disorganization as these apply to family, economic, religious, and other
institutional and interpersonal situations are of primary concern. Offered bienni-
ally.

SOC 205. Crime and Deviance 4 hours

This course will examine behaviors that do not conform to moral and legal
codes and the ways in which societies control such behaviors. Particular emphasis
will be given to American society. Readings will include classic and current analy-
ses of deviance and crime. Offered biennially.

SOC 302. The Sociology of Work and Occupations 4 hours

This course has three purposes: first, to analyze the means by which non-
economic institutions, especially the family, schools, and religious institutions in-
fluence the formation of "human capital," second, to study the history and
contemporary nature of the professions; and third, to analyze the relationship
between the external control of workers and their internal motivation. A cross-
culturaj approach is employed in the course. Offered biennially.

SOC 303. Field of Social Work 4 hours

This course will study and analyze the historical development of social work
and social work activities in contemporary society. Offered annually.

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ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of poli-
tics and policymaking in the new American city and its environs. Consideration
will be given to the political and sociological significance of a number of the
factors that characterize this new development, including the extremes of wealth
and poverty, the mix of racial and ethnic groups, and the opportunities and chal-
lenges provided by progress in transportation and technology. Offered annually.

SOC 304. Methods of Social Work 4 hours

This course is a study of the methods used in contemporary social work. Of-
fered annually. Prerequisite: SOC 303.

SOC 305. Film and Society 4 hours

This course is designed to help students analyze and interpret films from the
perspectives of social theory. Emphasis will be placed upon exploring visions of
the self and society in a variety of film genres, including mysteries, comedies, film
noir, westerns, musicals, etc. Films studied in recent classes include Citizen Kane,
Vertigo, The Maltese Falcon, Red River, Cabaret, and others. Offered biennially.

SOC 306. Race, Ethnicity, and Immigration 4 hours

This course treats contemporary ethnic relations and the history of immigra-
tion in the United States. It considers the role of markets, government policy, and
culture in the formation of ethnic identity and the well being of ethnic groups.
Although the chief concern is with the United States, a comparative approach is
taken. Offered biennially.

SOC 307. Elites and Inequality 4 hours

An examination is made in this course of the social stratification of privileges
and deprivations in contemporary societies, focusing on the distribution of wealth,
status, and power. The course studies social stratification historically and com-
paratively, the American upper, middle, and lower classes, institutionalized power
elites, race and gender stratification, status systems, and economic inequality. Of-
fered biennially.

SOC 308. Culture and Society 4 hours

A study of the dynamics of traditional, modern, and postmodern cultures that
focuses on the analysis of symbolic forms and boundaries, social memory, cer-
emonies and rituals, bodily habits, cultural elites, and cultural revolutions. Spe-
cial attention is given to "culture wars," the impact of mass media, and
postmodernism in contemporary societies. The course is comparative in approach.
Offered biennially.

SOC 309. Religion and Society 4 hours

This course will examine religion as a social institution, its internal develop-
ment, relationship to other institutions, and its cultural and social significance in
modern and traditional societies. Special attention will be given to the conflict
between spirit and institution in Christianity; the rise and decline of denomina-
tionalism; contemporary forms of spirituality; the modern psychologization of
religion, and the comparative study of religions. Offered biennially.

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SOC 401. Nations and Nationalism 4 hours

This course examines the rise and persistence of nation-states and national-
ism in the modern world. Theories of nationalism, nationalist visions, and case
studies of particular nations, including France, Germany, and Russia will be cov-
ered. Topics to be addressed include radical nationalism (for example, Nazism
and Fascism), problems of national "self-determination," Zionism, and the fall of
Communism.

SOC 402. Field Experience in Social Work 16 hours

Students concentrating in social work spend a semester in social work agen-
cies in the Atlanta area for on-the-job practicum experience. Successful field place-
ments have been made in a variety of settings in recent years, including Wesley
Woods Health Center, West Paces Ferry Hospital, and Atlanta shelters for the
homeless. Prerequisites: SOC 303, permission of the academic advisor and faculty
supervisor, and signature of the Director of Career Services.

SOC 403. Sociological Theory 4 hours

This course will study classical and contemporary theory with an emphasis
upon the latter. Contemporary theories covered usually include utilitarian indi-
vidualism (sociobiology, exchange theory, and rational-choice theory),
communitarianism, civil society theory, critical theory, and post-modernism. Of-
fered biennially.

SOC 404. Special Topics in Sociology 4 hours

A seminar providing examination and discussion of various topics on con-
temporary and historical interest in sociology. Prerequisite: Permission of the in-
structor.

SOC 405. Internship in Sociology 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at the
Gainesville/Hall Senior Center, the Georgia Bureau of Investigation, and the Part-
nership Against Domestic Violence. Graded on a satisfactory/unsatisfactory ba-
sis. Prerequisites: Permission of the faculty supervisor and qualification for the
internship program.

SOC 406. Independent Study in Sociology 1-4 hours

An intense study of diverse topics under the direct supervision of the instruc-
tor. Prerequisite: Permission of the instructor.

SOC 407. Internship in American Studies 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for

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every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office. Graded on a satisfactory/unsatisfac-
tory basis. Prerequisites: Permission of the faculty supervisor and qualification
for the internship program.

Spanish

A Spanish major is designed to help the student become increasingly knowl-
edgeable about the language, literature and cultures of the people who speak and
live the Spanish language. Courses that focus on developing language skills (read-
ing, writing, listening comprehension, and speaking) are followed by more ad-
vanced study in literature, film, and civilization. Acquiring familiarity with culture
in the Spanish-speaking world is a goal throughout the program. The study of
another language should provide the means to appreciate more fully the global
community to which all of us increasingly belong. It should also furnish an insight-
ful view of one's own culture and language. Students can pursue graduate degrees
or prepare themselves for careers in international business or politics.

The study of another culture and language is greatly enhanced by an experi-
ence studying and living where the language is spoken. Spanish majors are there-
fore required to study and live in a Spanish-speaking country for one semester
after having completed an initial sequence of courses and before beginning ad-
vanced classes in the language at Oglethorpe. This can be accomplished by par-
ticipating in the exchange program with one of the University's partners or by
making other suitable arrangements in consultation with the student's advisor.
Native speakers of Spanish may complete the study abroad portion of the major at
Oglethorpe or through cross registration for courses at Atlanta Regional Consor-
tium for Higher Education (ARCHE) institutions.

Spanish majors are also strongly recommended to consider courses in Span-
ish and Latin American history and studies, or other related fields.

All students with previous study or experience in Spanish must take a lan-
guage placement examination during Make the Connection weekend or immedi-
ately prior to fall registration. They will be placed in the course sequence according
to their competence. Under no circumstances should students with past experi-
ence in the language place themselves in courses, especially at the elementary
level. Students are not eligible to enroll in elementary and intermediate courses in
their primary languages.

Major

Students who major in Spanish must first complete the following require-
ments:

SPN 201 Intermediate Spanish
SPN 302 Advanced Spanish
SPN 302 Introduction to Hispanic Literature
Students will then complete a semester in an approved study abroad program,
which should include a minimum of 12 semester hours. Returning students must
complete three upper-level (300 or 400) courses in Spanish.

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Elementary French I or equivalent as determined through the French place-
ment test is also required. It is recommended that this requirement be completed
during the student's first two years.

The degree awarded is the Bachelor of Arts.

Minor

A minor in Spanish consists of these three obligatory courses:

SPN 201 Intermediate Spanish

SPN 301 Advanced Spanish

SPN 302 Introduction to Hispanic Literature
One upper-level course (300 or 400) is required to complete the minor. Cer-
tain requirements may be met through an approved study abroad program.

SPN 101, SPN 102. Elementary Spanish I, II 4 plus 4 hours

These courses are an introduction to understanding, speaking, reading, and
writing Spanish. Emphasis will be placed on acquiring a foundation in basic gram-
mar as well as on listening comprehension and spoken Spanish through class ac-
tivities, tapes, and videos. Prerequisite: None for SPN 101; SPN 101 required for
SPN 102, or placement by testing.

SPN 201. Intermediate Spanish 4 hours

This course is intended to review basic grammar and develop more complex
patterns of written and spoken Spanish. Short compositions, readings from Span-
ish and Spanish-American literature and class discussions require active use of
students' acquired knowledge of Spanish and form the basis for the expansion of
vocabulary and oral expression. Prerequisite: SPN 102 or placement by testing.

SPN 301. Advanced Spanish 4 hours

This course is designed to improve students' skills to a sophisticated level at
which they are able to discuss and express opinions in both oral and written form.
Readings of essays and short-stories as well as film viewing in Spanish are used as
the basis for discussion, introduction to cultural issues, and written expression.
Frequent writing assignments. Prerequisite: SPN 20 lor placement by testing.

SPN 302. Introduction to Hispanic Literature 4 hours

This course offers an introduction to literary analysis based on a rigorous
program of readings from Spanish and Spanish American literatures. It is a skills-
building course that familiarizes students with the lexicon of literary criticism in
Spanish and trains them to be active readers of Hispanic literature. Students read
and analyze (orally and in writing) representative works of the four fundamental
genres of literature: Narrative, Poetry, Drama, and Essay. Taught in Spanish. Pre-
requisite: SPN 301 or placement by testing.

SPN 305. Spanish for International Relations and Business 4 hours

In this course students will learn vocabulary appropriate to the world of inter-
national relations and business in order to understand both oral and written ma-
terial on relevant issues. Students will read and discuss articles and newspapers in
Spanish and explore common cross-cultural clashes and misunderstandings in or-
der to improve intercultural communications as a means of succeeding in the
global marketplace. When possible, there will be Spanish-speaking guests from

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the diplomatic and business communities of Atlanta. Taught in Spanish. Prerequi-
site: SPN 301 or placement by testing.

SPN 401. Special Topics in Hispanic Languages, Literatures, and

Cultures 4 hours

This course provides the opportunity to study particular aspects of the lan-
guages, literatures and cultures of Spain, Spanish America or United States His-
panic communities not covered in the other courses. This course may be repeated
for credit as course content changes. Prerequisite: SPN 301.

SPN 403. Political Issues in Spanish American Literature and Film 4 hours

The social and political upheavals that took place in several Spanish Ameri-
can countries during the 20 th century spawned the development of a rich literary
and cinematic corpus. This course will examine part of that corpus in its historical
and cultural context and how political issues are aesthetically elaborated in fic-
tion, poetry, essay and film. Among the topics to be studied are revolution, testi-
mony, exile, and the Other as a figure of resistance. Taught in Spanish. Prerequisite:
SPN 302.

SPN 405. 20th-century Spanish American Literature 4 hours

This is a study of Spanish American literature from the 1930s to the present,
focusing on its departure from the Realist tradition and its adoption of experi-
mentation, self-reflection, parody, magical realism or the fantastic. Modern and
post-modern trends will be examined. Readings include fiction by Borges, Fuentes,
Cortazar, Garcia Marquez, and Puig. Taught in Spanish. Prerequisite: SPN 302.

SPN 410. The Development of Latin American Cultures 4 hours

This course introduces students to the diverse cultural heritage of Latin
America paying special attention to the impact and consequences of the encoun-
ter between European, Native and African cultures in art, politics, and religion.
Manifestations of cultural syftcretism and diversity from the times of the Spanish
conquest and colonization to the post-colonial polemics of cultural identity will be
examined. Taught in Spanish. Prerequisites: SPN 302.

Theatre

Courses in theatre history, film, and characterization, combined with the
University's unique apprenticeship program, offer students a study of theatre that
is interactive in approach and broad in scope. Students who enter Oglethorpe
with a background in theatre, as well as those with an interest but no experience,
will find ample opportunities in the theatre program to develop their skills and
expertise. As such, a theatre minor serves as an appropriate complement to a
variety of majors in communications and the humanities, as well as a preparation
for graduate and professional work in theatre.

The Oglethorpe University theatre program is dedicated to presenting stimu-
lating and enjoyable theatre for audiences of all types and ages, and integrating
theatre into Oglethorpe University's academic curriculum. Mounting three full
productions per school year, the program pursues an artistic policy that celebrates
the diversity of its dramatic heritage by engaging texts of diverse periods, cul-

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tures, and styles. Through The Playmakers (the theatre program's official perfor-
mance company) laboratory opportunities are provided as students and faculty
come together to create live performance events for the campus community and
the city of Atlanta.

Minor

Students are required to take the following courses:

THE 201 Beginning Characterization

THE 301 Advanced Characterization

THE 310 Apprenticeship in Theatre
In addition, one course selected from the following is required:

THE 210 The History of Comedy

THE 220 The History of Tragedy

THE 201. Beginning Characterization 4 hours

This course focuses on the training of the body and voice as tools used in
characterization. Students will explore the basic principles and techniques of stage
combat, mime, movement, vocalization, and contemporary characterization. Stu-
dents will be expected to perform scenes with partners as well as individual mono-
logues.

THE 301. Advanced Characterization 4 hours

This course allows students to work with texts from various periods in theatri-
cal history, examining the costuming and mannerisms of each period and apply-
ing these observations to the performance of both scene and monologue work.
Periods studied will include: Greek, Medieval, Elizabethan, Commedia dell'arte,
French Neoclassic, Restoration, and Early 20th-century Realism. Prerequisite: THE
201.

THE 210. The History of Comedy 4 hours

In this course the student will examine the history and development of com-
edy as a theatrical art form, using not only the texts but the performing, costum-
ing, and staging practices of the period as keys to a better understanding of the
genre. Writers studied will include Aristophanes, Menander, Plautus, Terence,
Shakespeare, Jonson, Congreve, Moliere, Goldoni, Gozzi, and Sheridan.

THE 220. The History of Tragedy 4 hours

In this course the student will examine the history and development of trag-
edy as a theatrical art form, using not only the texts but the performing, costum-
ing, and staging practices of the period as keys to a better understanding of the
genre. Writers studied will include Sophocles, Euripides, Seneca, Marlowe, Kyd,
Shakespeare, Corneille, Racine, Goethe, and Ibsen.

THE 310. Apprenticeship in Theatre 4 hours

The apprenticeship is designed to provide a hands-on learning experience in
theatre. Students may focus on one of three areas of study: preparation and per-
formance, theatrical design, or directing. All students. participating in the appren-
ticeship program in a given semester will share a common reading, to be discussed
at weekly seminar meetings, and will be expected to present their work for evalu-
ation by a panel of faculty and students once during the semester. Open to juniors

188

and seniors only and may be taken for credit only once. Prerequisite: Permission
of the instructor.

THE 320. Special Topics in Theatre 4 hours

This course will be a study of a selected topic in theatre, such as Feminist
Theatre, Shakespeare in Performance, Gender in Performance, The Hero in Ameri-
can Film, or Hollywood's Treatment of Women. Prerequisite: THE 201 or permis-
sion of the instructor.

THE. 407. Internship in Theatre 4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office. Prerequisites: Permission of the fac-
ulty supervisor and qualification for the internship program.

THE. 408. Independent Study in Theatre 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

Women's and Gender Studies

Women's and gender studies is intended to introduce the student to the his-
tory of women and to the effects of gender on the forms of and approaches to
disciplinary study and practice.

Minor

Five courses must be completed, one of which must be either Introduction to
Women's Studies Theory or Introduction to Women's Studies History. Students
must select courses from at least three different disciplines in addition to courses
identified as WGS courses. Examples of other courses applicable to the minor are
as follows:

COM 390 Special Topics in Communications: Women in the History

of Rhetoric
COM 390 Special Topics in Communications: Gender and Communica-
tion
ECO 224 Labor Economics
ENG 304 Images of Women in Literature

ENG 312 Special Topics in Literature and Culture: Gender and Auto-
biography
ENG 312 Special Topics in Literature and Culture: Contemporary

Women Writers
ENG 314 Special Topics in Major British and American Authors: Jane

Austen
FRE 401 Special Topics in French Language, Literature, and Culture:
Great French Actresses and Their Film Roles

189

MUS 430 Special Topics in Music: Women in Music

PSY 40 1 Special Topics in Psychology: Gendering (Social Constructions
of Gender)

PSY 401 Special Topics in Psychology: Psychology of Women

SOC 201 The Family

SPN 401 Special Topics in Hispanic Languages, Literatures, and Cul-
tures: Contemporary Latin American Women Writers

THE 320 Special Topics in Theatre: Feminist Theatre

THE 320 Special Topics in Theatre: The Good, the Bad, and the Beauti-
fulHollywood's Treatment of Women

WGS 301. Introduction to Women's Studies - Theory 4 hours

The purpose of this course is to examine the diverse theoretical approaches
which have evolved as scholars and activists have endeavored to incorporate the
concerns and experiences of diverse groups of women into dominant world views.
The seminar will explore the issues of race, class, and gender, paying close atten-
tion to how these variables affect the development of women's identities and rela-
tionships.

WGS 302. Introduction to Women's Studies - History 4 hours

The purpose of this course is to explore the history of feminism. By examin-
ing a wide range of texts, this seminar will investigate the development of ideas,
which have come to be recognized as feminist-womanist and the discipline that
has developed into women's studies in the context of Western civilization. Included
will be Raine Eisler's The Chalice and the Blade, which examines the position on
women in the beginnings of civilization, Mary Wollstonecrafts's Vindication of the
Rights of Women (1792), Mary Beard's Women as a Force in History, De Beauvoir's
Second Sex, Susan Faludi's Backlash, and Ellen Carol Dubois's Unequal Sisters: A
Multi-Cultural Reader in U.S. Women's History.

WGS 303. The Literature and History of Immigrant and Minority

Women in America 4 hours

The purpose of this course is to explore the experiences of immigrant and
minority women in North America from the interdisciplinary perspectives of his-
tory, literature, and women's studies. Through extensive reading, discussion, and
research this seminar will attempt to recapture women's sense of their own identi-
ties in relation to the dominant ideologies of race, class, and gender.

WGS 304. Women Poets 4 hours

This course is a survey of poetry by women, from ancient Chinese, Persian,
and others in translation, to medieval Irish and Renaissance English, to 19 lh - and
20 (h -century Americans, as well as Eastern Europeans and Latin Americans in
translation. Included will be several recent poets such as Gwendolyn Brooks,
Adrienne Rich, and Mary Oliver in order to discover what themes, images, and
attitudes seem to emerge from the works. Prerequisites: COR 101 or COR 102.

WGS 305. Special Topics in Women's and Gender Studies 4 hours

This course is intended to introduce the student to the study of women and
gender. Special emphasis is placed on the intersection of gender with the episte-
mological foundations of other disciplines, and on the theory and practice of the
study of gender. Courses are not limited to, for example. Southern Women's Lit-

190

erature and History, but will often be under the same rubric of other disciplines
such as are listed under the requirements of the minor.

WGS 407. Internship in Women's and Gender Studies 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office. Prerequisites: Permission of the fac-
ulty supervisor and qualification for the internship program.

Writing

A writing minor is open to all students except those pursuing a minor or
major in communications.

Minor

The writing minor consists of five courses beyond Narratives of the Self I and
II, one of which may be an internship:

ARC 201 Seminar for Student Tutors (must be taken four times to consti-
tute one writing minor course)

Investigative Writing

Persuasive Writing

Journalism

Writing for Business and the Professions

Internship in Communications (writing-intensive internship
supervised by communications faculty member)

Creative Writing

Biography and Autobiography

Writing Poetry

Writing Prose, Fiction, and Nonfiction

Internship in English (writing-intensive internship supervised
by English faculty member)

Independent Study in Writing

Special Topics in Writing

ARC 201. Seminar for Student Tutors 1 hour

Peer tutors at the Academic Resource Center spend two hours per week assist-
ing other students, individually or in groups, with course material, papers, and
preparation for examinations. In addition, they participate in support and train-
ing meetings with the ARC directors and with instructors of the courses in which
they tutor. They discuss how to work with texts in different disciplines, encourage
study group members to help each other learn, and foster student engagement
with and assimilation of course content. Prerequisites: Permission of the instruc-
tor and Associate Provost for Student Achievement.

COM

220

COM

221

COM

240

COM

340

COM

401

ENG

230

ENG

231

ENG

330

ENG

331

ENG

401

WRI

381

WRI

391

191

COM 220. Investigative Writing 4 hours

This expository writing course is designed to develop research and writing
skills. Emphasis will be on learning a wide range of library and Internet-based
research techniques and purposefully presenting informaetry.

In weekly assignments students will try free verse and various forms in the
effort to discover and to embody more and more truly what they have to say. Much
time will be spent reading published poets, responding to student work in class,
and trying to generate language that reveals rather than explains intangible "mean-
ings." Prerequisites: COR 101 and COR 102.

COM 221. Persuasive Writing 4 hours

This course is designed to develop sophisticated strategies of persuasion for
analyzing and generating arguments responsive to targeted audiences in a variety
of contexts, including civic, professional, and academic. Students will learn both
classical and contemporary strategies of persuasion. Emphasis will be on present-
ing clear, coherent, and logical arguments. Students will be asked to define their
own projects within assigned contexts. Students will evaluate their own and oth-
ers' writing to enable the revision process. Investigative Writing or Persuasive
Writing is a prerequisite for upper-level communications courses. Prerequisites:
COR 101 and COR 102.

ENG. 230. Creative Writing 4 hours

This course is an introduction to writing poetry and prose fiction. The stu-
dent will be asked to submit substantial written work each week, keep a journal,
and read published writers. Much class time will be spent discussing student and
published work. Prerequisites: COR 101 and COR 102.

ENG 231. Biography and Autobiography 4 hours

This course is an introduction to biographical and autobiographical writing
with practice in the personal narrative as well as other forms such as the profile
and the interview. Students will submit substantial written work each week and
keep a journal. The class will follow a workshop format, discussing the students'
and published work. Prerequisites: COR 101 and COR 102.

COM 240. Journalism 4 hours

This course teaches the fundamentals of journalistic news writing and report-
ing. From interviews to the Internet, students will learn how to gather information
from a variety of sources and write stories using different types of leads, endings,
and structures. They will also engage in a critique of today's journalistic practices.
Prerequisites: COM 101 and COM 220 or COM 221.

ENG 330. Writing Poetry 4 hours

In weekly assignments students will try free verse and various forms in the
effort to discover and to embody more and more truly what they have to say. Much
time will be spent reading published poets, responding to student work in class,
and trying to generate language that reveals rather than explains intangible "mean-
ings." Prerequisites: COR 101 and COR 102.

ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours

Students will get instruction and substantial practice in writing fictional and
nonfictional prose which aims at getting what Henry James called "a sense of felt

192

life" onto the page. The class will follow a workshop format with weekly assign-
ments, journal writing, extensive discussion of student work, and reading of pub-
lished examples. Prerequisites: COR 101 and COR 102.

COM 340. Writing for Business and the Professions 4 hours

A course for students who have mastered the basic skills and insights of writ-
ing and who wish to improve their ability to write clear, concise, persuasive prose
designed for audiences in business and the professions. Students are required to
write a variety of texts, such as proposals, progress reports, recommendation re-
ports, and manuals. Other elements of the course may include desktop publishing
and oral presentations. Prerequisites: COM 101 and COM 220 or COM 221.

WRI 381. Independent Study in Writing 1-4 hours

Supervised independent writing project. Prerequisites: Permission of the in-
structor and the student must be pursuing a minor in writing or a major in com-
munications.

WRI 391. Special Topics in Writing 4 hours

Study of a selected topic in the field of writing, such as Scientific and Techni-
cal Writing, Oral History, Contrastive Rhetoric and Analytical Writing, Writing
for Educators, or The Art of the Essay. The topic will vary from year to year and
may be offered by communications or English faculty. Prerequisites for special
topics taken with communications faculty: COM 101 and COM 220 or COM 221.

COM 401. Internship in Communications 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An internship for the writing
minor must be writing intensive. An extensive list of internships is maintained by
the Career Services Office, including opportunities at CNN, Fox 5, Pineapple
Public Relations, Carrol/White Advertising, and Atlanta Journal Constitution.
Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the
faculty supervisor and qualification for the internship program.

ENG 401. Internship in English 1-4 hours

An internship is designed to provide a formalized experiential learning op-
portunity to qualified students. The internship generally requires the student to
obtain a faculty supervisor, submit a learning agreement, work 30-35 hours for
every hour of academic credit, keep a written journal of the work experience, have
regularly scheduled meetings with the faculty supervisor, and write a research
paper dealing with some aspect of the internship. An extensive list of internships
is maintained by the Career Services Office, including opportunities at Atlanta
Magazine, The Knight Agency, and Peachtree Publishers. Graded on a satisfac-
tory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and
qualification for the internship program.

193

University College

Three of Oglethorpe's degrees Bachelor of Arts in Liberal Studies, Bachelor
of Business Administration, and Master of Business Administration are degrees
that may be earned in programs of study offered through University College. These
distinctive programs are offered with the working professional in mind. Informa-
tion on these programs is provided in the University College Bulletin and available
from the University College Office, located in Goodman Hall.

Undergraduate Program

The undergraduate program within University College offers a curriculum
for the adult learner that builds on the foundation of a liberal arts education and
aims to enhance the student's skills in critical thinking, communication, and basic
academic competencies. The underlying vision of the College reflects the two-
fold philosophical and institutional mission of Oglethorpe University and its com-
mitment to "make a life and make a living." The degree requirements include
general education requirements designed to assure that each graduate acquires a
broad comprehensive liberal education. In addition, study in a major field and
the integration of theory and practice provides educational experiences that de-
velop the student's chosen career. The total experience is designed to be of last-
ing benefit as a source for personal growth, professional renewal, and career
advancement.

Majors offered are: Accounting and Business Administration, leading to a
Bachelor of Business Administration degree; American Studies, Communications,
Organizational Management, and Psychology, leading to a Bachelor of Arts in
Liberal Studies.

Traditional undergraduate students may take University College courses with
written permission of their advisors and the University College administration.
Traditional students who take University College courses are subject to the rules
and regulations set forth in the University College Bulletin.

Graduate Program

The primary purpose of the Master of Business Administration program is
to provide graduates with the expertise necessary to become effective, profes-
sional leaders and managers in business and non-business organizations. The
curriculum is designed to help students acquire an understanding of the context
in which modern organizations operate, a knowledge of the content of manage-
ment operations, and an appreciation of the interrelationships involved. The stu-
dent will have an understanding of the economic, political, and social environments
in which organizations operate, domestically and internationally, and the behav-
ioral skills that are essential in the modern organizational environment.

194

Board of Trustees

The University is under the control and direction of the Board of Trustees.
Among the responsibilities of the Board are establishing broad institutional poli-
cies, contributing and securing financial resources to support adequately the in-
stitutional goals, and selecting the President.

Officers

Warren Y. Jobe

Chair

Belle Turner Lynch

Vice Chair

Arnold B. Sidman

Secretary

John J. Scalley
Treasurer

Harald R. Hansen

Vice Chair

Trustees

G. Douglass Alexander '68
President
Alexander Haas Martin 8c Partners

Yetty L. Arp '68
Associate Broker
Southeast Commercial Properties

Joselyn Butler Baker '91

Director of Communications for the

Governor
Georgia State Capitol

Pin Pin Chau

President and Chief Executive Officer
Summit National bank

Kenneth S. Chestnut
Principal
The Integral Group, L.L.C.

Terry Tribbet Davis '82

President and Creative Director
See See Eye

William A. Emerson

Retired Senior Vice President
Merrill Lynch Pierce, Fenner

and Smith
St. Petersburg, Florida

Norman P. Findley

Executive Vice President, Marketing
Coca-Cola Enterprises Inc.

Joel Goldberg
President
The Rich Foundation

William R. Goodell
Bronxville, New York

Deborah S. Griffin '90
Clinical Social Worker
Private Practice

195

Jack Guynn

President and Chief Executive

Officer
Federal Reserve Bank of Atlanta

Harald R. Hansen

Retired Chairman, President, and

Chief Executive Officer
First Union Corporation of
Georgia

Warren Y. Jobe

Retired Executive Vice President
Georgia Power Company

David L. Kolb

Retired Chairman and Chief

Executive Officer
Mohawk Industries, Inc.

Roger A. Littell '68

Waxhaw, North Carolina

Belle Turner Lynch '61
Atlanta

John J. Scalley

Retired Executive Vice President
Genuine Parts Company

O.K. Sheffield '53

Retired Vice President
BankSouth, NA

Anne Rivers Siddons
Author
Charleston, South Carolina

Arnold B. Sidman
Of Counsel

Chamberlain, Hrdlicka, White,
William and Martin

Susan M. Soper '69
Newsroom Coach
The Atlantajournal/Constitution

Mark L. Stevens
Managing Director
Licensing Management Inc.
Carlsbad, California

Clare (Tia) Magbee '56
Atlanta

Stephen E. Malone '73
First Vice President
Merrill Lynch

J. Anthony (Tony) Meyer '71
Chairman and Chief Executive

Officer
Trilogy Business Services, L.L.L.
Dadeville, Alabama

R. D. Odom,Jr.

Executive Vice President, Network

Operations
BellSouth

Timothy P. Tassopoulos '81

Senior Vice President of Operations
Chick-fil-A

Cathy Appling Vinson '92
Immigration and Employment

Attorney
U.S. Department of Justice

John W. Wuichet '90

President, Oglethorpe National

Alumni Association
Principal
Ecotone, L.L.C.

196

Trustee Emeriti

Franklin L. Burke '66

Retired Chairman and Chief

Executive Officer
BankSouth, N.A.

Miriam (Bimby) H. Conant
President

John H. and Wilhelmina D. Harland
Charitable Foundation

Elmo I. Ellis

Retired Vice President

Cox Broadcasting Corporation

George E. Goodwin

Retired Senior Counselor
Manning, Selvage 8c Lee

C. Edward (Ned) Hansell
Retired Senior Counselor
Jones, Day, Reavis and Pogue

Arthur Howell

Retired Senior Partner
Alston & Bird

J. Smith Lanier

Retired Chairman and Chief Executive

Officer
J. Smith Lanier and Company
West Point, Georgia

James P. McLain
Attorney
McLain and Merritt, PC.

Stephen J. Schmidt '40
Chairman of the Board and

Chief Executive Officer
Dixie Seal & Stamp Company

197

President's
Advisory Council

The President's Advisory Council is composed of business and professional
leaders. The group provides a means of two-way communication with the commu-
nity and serves as an advisory group for the President of the University.

Officers

William J. Hogan

Chair

Raymond S. Willoch
Vice Chair

Members

Gordon A. Anderson '73
Principal
The Anderson Group

Herbert E. Drake, Jr.
President
Drake & Funsten, Inc.

Harry S. Feldman '75
Chief Executive Officer
Daycon Products
Upper Marlboro, Maryland

Donna C. Findling '96

Regional District Manager
Subaru of America

Marion B. Glover
President
Glover Capital Inc.

Kenneth P. Gould '85
Potomac, Maryland

William J. (Jep) Hogan '72
Financial Consultant
Robinson-Humphrey Company, Inc.

Walter R. Huntley
President
Huntley & Associates

Robert M. Kane '81

Vice President of Finance
Southwire Company

Jin Matsumoto '74

Senior Vice President / General

Manager
Mitsubishi International

Corporation
Irving, Texas

John O. Mitchell

Retired President
Mitchell Motors, Inc.

Thomas W. Phillips, M.D. '63
Institute for Cancer Control
Atlanta Oncology Associates, PC.

Susan R. Randolph
Trustee
Benwood Foundation

IMS

M. Collier Ross

Retired Lieutenant General
United States Army

Horace E. Shuman '81
Division Manager
Citizens Trust Bank Mortgage
Services, Inc.

Robert C. Watkins,Jr.
Vice President
Conveyors & Drives, Inc.

Raymond S. Willoch '80

Senior Vice President / General

Counsel and Secretary
Interface, Inc.

John W. Wuichet '90
Principal
Ecotone, L.L.C.

199

National Alumni Association
Board of Directors

As the primary representatives of Oglethorpe University's alumni body, the
National Alumni Association Board of Directors works closely with the Alumni
Office to achieve the Association's goal of establishing and encouraging an active
and involved alumni network. The purpose of this network is to build mutually
beneficial relationships between alumni, students, and the University, demonstrat-
ing that the student experience is just the beginning of a lifelong relationship with
Oglethorpe.

Officers

John W. Wuichet '90

President

Nathan E. Briesemeister '94

Vice President

Aron C. Palefsky '75

Secretary

Janice McNeal Smith '98
Pa rlia mentaria n

Directors

William C. Aitken '64
Psychologist

East Virginia Medical School
Virginia Beach, Virginia

Susan Harman Alou '84
Senior Accountant

Federal Deposit Insurance Corporation
St. Simons Island, Georgia

Elizabeth Kidder Ambler '76

Accountant
Williams Antiques

A. Diane Baker '77

Attorney at Law

Jacqueline Miles Boles '56
Professor
Georgia State University

Nathan E. Briesemeister '94
Audit Manager
PricewaterhouseCoopers LLP

Michael A. Burke '83

Assistant Professor of Psychiatry
Emory School of Medicine

JamesJ. Hagelow '69

Managing Director
Marsh USA Inc.
Hills, Illinois

John E. Harms '58

Retired Colonel, United States

Marine Corps
Retired Educational Counselor
Kailua, Hawaii

Antonio V. Lentini '87
Collections Representative
BellSouth Advertising

200

Mary Louise MacNeil '51
Retired Research Chemist
Centers for Disease Control and Prevention

Scott M. McKelvey '91

Vice President of Finance
IntelliTrans, L.L.C.

James P. Milton '57

Retired Store General Manager
Sears, Roebuck 8c Company

Aron C. Palefsky '75

District Sales Representative
Milton's Foodservice, Inc.

J. Anthony Paredes '61
Cultural Anthropologist
National Park Service - Southeast Region

Elizabeth Ward Pearce '66

Retired Personal Concierge
Black Tie to Blue Jeans

Janice McNeal Smith '98

John W. Wuichet '90
Principal
Ecotone, L.L.C.

201

The Faculty

(Year of appointment in parentheses)

J. David Alvis (2002)

Visiting Lecturer in Politics
B.A., M.A., University of Dallas

G. Malcolm Amerson (1968)
James Edward Oglethorpe

Professor of Biology
B.S., Berry College
M.S., Ph.D., Clemson University

Keith H. Aufderheide (1980)
Professor of Chemistry
B.S., Wilmington College
Ph.D., Miami University

Charles L. Baube(1996)
Associate Professor of Biology
B.A., Alfred University
M.A., Ph.D., Indiana University

Christian Y. Benton (1999)
Director of Accounting Studies
B.S., University of Maryland,

College Park
M.A., Webster University
C.P.A., Maryland, North Carolina,

South Carolina

Robert A. Blumenthal (1989)
Professor of Mathematics
B.A., University of Rochester
Ph.D., Washington University

James A. Bohart (1972)

Associate Professor of Music
B.S., M.M., Northern Illinois
University

William L. Brightman (1975)
Professor of English
A.B., Ph.D., University of
Washington

Ronald L.Carlisle (1985)
Professor of Computer Science

and Mathematics
Director of Computer Services
B.A., Emory University
M.A., Atlanta University
Ph.D., Emory University

John S. Carton (1998)

Associate Professor of Psychology
B.A., Wake Forest University
M.A., Ph.D., Emory University

Robert B. Carton (2001)

Assistant Professor of Business

Administration
B.S., Duke University
M.B.A., University of Georgia
C.P.A., Georgia

Mario A. Chandler (2001)
Assistant Professor of Spanish
B.A., Iowa State University
M.A., Ph.D., University of Georgia

Cassandra C. Copeland (2000)
Assistant Professor of Economics
B.S., Florida State University
Ph.D., Auburn University

John A. Cramer (1980)
Professor of Physics
B.S., Wheaton College
M.A., Ohio State University
Ph.D., Texas A&M University

Roberta K. Deppe (1996)

Associate Professor of Psychology
B.A., University of Northern Iowa
Ph.D., University of Wisconsin

202

Timothy Doyle (2000)

Visiting Assistant Professor of

History
B.A., Wabash College
M.A., Emory University

Judith Lynn Gieger (2002)
Assistant Professor of Education
B.S., Millsaps College
M.A., M.A.T., Duke University
Ph.D., University of Georgia

Stephen B. Herschler (2001)
Assistant Professor of Politics
B.A., Princeton University
M.A., Ph.D., University of Chicago

Bruce W. Hetherington (1980)
Professor of Economics
B.B.A. Madison College
M.A., Ph.D., Virginia Polytechnic
Institute

Holly Hofmann( 1999)
Lecturer in Accounting
B.B.A., M.B.A., Baylor University
C.P.A., Georgia

Robert B. Hornback (2000)
Assistant Professor of English
B.A., University of California,

Berkeley
M.A., Ph.D., University of Texas,

Austin

Rebecca C. Hyman (1998)
Assistant Professor of English
B.A., M.A., Ph.D., University of
Virginia

Arzu Ilsev (2002)

Visiting Assistant Professor of

Business Administration
B.A., M.B.A., Hacettepe University -

Turkey

Elizabeth C.Johnson (2000)
Assistant Professor of Psychology
B.A., The Johns Hopkins University
M.S., M.S., Ph.D., University of
Georgia

Peter J. Rower (2002)

Assistant Professor of Economics
B.A., Arizona State University,

Tempe
M.I.M., American Graduate School

of International Management,

Thunderbird Campus
M.A., University of Colorado,

Denver
Ph.D., Ohio State University,

Columbus

Charlotte Lee Rnippenberg '82 (1990)
Director of the Theatre Program
B.A., Oglethorpe University
M.F.A., University of Georgia

Joseph M. Rnippenberg (1985)
Professor of Politics
Director of Rich Foundation Urban

Leadership Program
Associate Provost for Student

Achievement
B. A., James Madison College of

Michigan State University
M.A., Ph.D., University of Toronto

Alan Loehle(2001)

Assistant Professor of Art
B.F.A., University of Georgia
M.F.A., University of Arizona

Jay Lutz (1!

Professor of French

Frances I. Eeraerts '76 Professor of

Foreign Language
B.A. Antioch University
M.A., Ph.D., Yale University

Nicholas B. Maher(1998)
Assistant Professor of History
B.A., University of Michigan
M.A., Ph.D., University of Chicago

203

Alexander M. Martin (1993)
Associate Professor of History
B.A., Cornell University
M.A., Columbia University
Ph.D., University of Pennsylvania

Douglas McFarland (1992)
Associate Professor of English
B.A., Pomona College
M.A., San Francisco State

University
Ph.D., University of California,
Berkeley

John C. Nardo (2000)

Assistant Professor of Mathematics
B.A., Wake Forest University
M.S., Ph.D., Emory University

Philip J. Neujahr(1973)
Professor of Philosophy
B.A. Stanford University
M.Phil., Ph.D., Yale University

Caroline R. Noyes(1995)

Associate Professor of Education

and Psychology
A.B., Randolph-Macon Woman's

College
M.A., Ph.D., University of Georgia

John D. Orme(1983)
Professor of Politics
B.A., University of Oregon
M.A., Ph.D., Harvard University

VivianaP. Plotnik (1994)

Associate Professor of Spanish
Licenciatura, Universidad

de Belgrano - Argentina
M.A., University of Minnesota
Ph.D., New York University

W. Irwin Ray (1986)

Director of Musical Activities
B.M., Samford University
M.C.M., D.M.A., Southern

Baptist Theological Seminary

Beth Roberts (2000)

Vera A. Milner Associate Professor

of Elementary Education
Director of Master of Arts in Teaching

Early Childhood Education Program
B.A., M.A.T., Ph.D., Emory

University

Anne Rosenthal (1997)

Associate Professor of Communications
B.A., Bethel College
M.A., University of St. Thomas
Ph.D., Purdue University

Michael K. Rulison (1982)
Professor of Physics
Director of Honors Program
B.S., University of Illinois
M.S., Ph.D., University of Georgia

John A. Ryland(1985)
Librarian
B.A., M.A., Florida State

University
Bibliotekarseksamen, Royal

School of Librarianship -

Denmark

Daniel L. Schadler (1975)
Professor of Biology
A.B., Thomas More College
M.S., Ph.D., Cornell University

Seema Shrikhande (2002)
Assistant Professor of

Communications
B.A., Elphinstone College - India
M.A., Bombay University - India
M.A., University of Pennsylvania
Ph.D., Michigan State University

W. Bradford Smith (1993)
Associate Professor of History
B.A., University of Michigan
Ph.D., Emory University

204

Robert Steen (1995)

Assistant Professor of Japanese

B.A., Oberlin College

M.A., Ph.D., Cornell University

BradL. Stone (1982)
Professor of Sociology
B.S., M.S., Brigham Young

University
Ph.D., University of Illinois

William F. Straley (1990)

Professor of Business Administration

and Mathematics
B.S., M.S., M.B.A., Georgia State

University
Ph.D., Auburn University

Linda J. Taylor (1975)
Professor of English
A.B., Cornell University
Ph.D., Brown University

Philip D. Tiu( 1995)

Associate Professor of Mathematics
B.S., University of San Carlos -

Philippines
A.M., Ph.D., Dartmouth College

J. Dean Tucker (1988)

Professor and Mack A Rikard Chair

in Economics and Business

Administration
B.S., M.A., Ohio State University
Ph.D., Michigan State University

James M. Turner (1995)

Associate Professor of Accounting
B.B.A., University of Georgia
Ph.D., Georgia State University

Ginger Williams (2000)

Lecturer in Education and Director

of Field Experiences
B.S.Ed., Georgia Southern

University
M.Ed., Mercer University

Jason M. Wirth(1994)

Associate Professor of Philosophy
B.A., College of the Holy Cross
M.A., Villanova University
Ph.D., State University of New
York

Monte W. Wolf (1978)
Professor of Chemistry
B.S., University of California
Ph.D., University of Southern
California

AlanN. Woolfolk (1989)
Professor of Sociology
Director of Core Curriculum
Manning M. Pattillo Professor of

Liberal Arts
B.S., M.A., University of

Pennsylvania
M.S., University of Oregon
Ph.D., University of Pennsylvania

Philip P. Zinsmeister (1973)
Professor of Biology
B.S., Wittenberg University
M.S., Ph.D., University of Illinois

205

Professors Emeriti

Keith E. Baker (1983)

Director Emeritus of Accounting Studies
B.S., Youngstown State University
M.A., University of Florida
C.P.A., Georgia

Barbara R. Clark (1971)
Professor Emerita of English
B.A., Georgia State University
M.A., University of Kansas
M.P.A., Georgia State University
Ph.D., University of Georgia
C.P.A., Georgia

Charlton H.Jones (1974)

Professor Emeritus of Business

Administration
B.S., University of Illinois
M.B.A., Ph.D., University of
Michigan

Nancy H. Kerr (1983)

Provost and Professor Emerita of

Psychology
B.A., Stanford University
Ph.D., Cornell University

J. Brien Key (1965)

Professor Emeritus of History

A.B., Birmingham-Southern College

M.A., Vanderbilt University

Ph.D., The Johns Hopkins University

Philip F. Palmer (1964)

Professor Emeritus of Political Studies
A.B., M.A., University of
New Hampshire

William O. Shropshire (1979)
Professor Emeritus of Economics
B.A., Washington and Lee

University
Ph.D., Duke University

T. LavonTalley(1968)

Professor Emeritus of Education

B.S., M.S., Ed.D., Auburn University

David N. Thomas (1968)
Professor Emeritus of History
A.B., Coker College
M.A., Ph.D., University of North

Carolina
D.H., Francis Marion College

Louise M. Valine (1978)

Professor Emerita of Education
B.S., University of Houston
M.Ed., University of Georgia
Ed.D., Auburn University

Martha H. Vardeman (1966)
Professor Emerita of Sociology
B.S., M.S., Auburn University
Ph.D., University of Alabama

David K. Mosher(1972)

Professor Emeritus of Mathematics
B.A., Harvard University
B.S.A.E., Ph.D., Georgia Institute of
Technology

Ken Nishimura (1964)

Professor Emeritus of Philosophy
A.B., Pasadena College
M.Div., Asbury Theological

Seminary
Ph.D., Emorv University

206

University Officers

(Year of appointment in parentheses)

Larry D. Large (1999) Artie Lee Travis (1999)

President Vice President for Student Affairs

B.S., Portland State University B.A., M.A., Western Illinois

M.A., Ph.D., University of Oregon University

Ed.D., University of South Carolina
Christopher Ames (2001)

Provost Victoria L. Weiss (1977)

B.A., University of Texas, Austin Vkg President j or University Relations

Ph.D., Stanford University B A St Norbert College

James T. Hakes (2001) MA ' PhD "' Lehi h Universit Y

Vice President for Business and Finance
B.A., Wheaton College
M.B.A., University of Pittsburgh

Dennis T Matthews (1983)
Vice President for Enrollment
A. A., Anderson College
B.M., M.A., University of Tennessee,
Knoxville

Manning M. Pattillo, Jr. (1975)
Honorary Chancellor
B.A., University of the South
A.M., Ph.D., University of

Chicago
LL.D., LeMoyne College
LL.D., St. John's University
L.H.D., University of Detroit
L.H.D., College of New Rochelle
L.H.D., Park College
Litt.D., St. Norbert College
D.C.L., The University of the South
LL.D., Oglethorpe University

DonaldS. Stanton (1988)
President Emeritus
A.B., Western Maryland College
M.Div, Wesley Seminary
M.A., The American University
Ed.D., University of Virginia
L.H.D., Columbia College
LL.D., Western Maryland College
Litt.D., Albion College
Litt.D., Oglethorpe University

207

Academic Affairs

Christopher Ames
Provost

B.A., University of Texas, Austin
Ph.D., Stanford University

Tricia Clayton

Reference Librarian

B.A., University of Virginia

M.A., M.L.S., Indiana University

Holly M. Frey

Library Assistant - Technical Services
B.A., Emory University

Joseph M. Knippenberg

Associate Provost for Student

Achievement
Professor of Politics
Director of Rich Foundation Urban

Leadership Program
B.A., James Madison College of

Michigan State University
M.A., Ph.D., University of Toronto

Heidi I. Leonard

Secretary for Faculty Services
B.A., King College

John B. Lowther

Coordinator for International Studies
B.A., University of Wisconsin

Stephanie L. Phillips '90

Library Assistant - Circulation
B.A., Oglethorpe University
M.A., University of Vermont

Penelope M. Rose '65

Library Assistant - Periodicals/Serials
B.A., Oglethorpe University

John A. Ryland
Librarian
B.A., M.A., Florida State

University
Bibliotekarseksamen, Royal

School of Librarianship - Denmark

Jo Ann Santoro

Secretary for Faculty Services
B.A., Wellesley College

David A. Stockton

Technical Services Librarian
B.A., M.S.L.S., University of North
Carolina

Pamela G. Tubesing

Administrative Assistant to the Provost
A.B., Indiana University

RoseMary Watkins

Director of Learning Resources Center
B.A., University of South Alabama
E.M.R.A., University of San Francisco

Joanne R. Yendle

Library Assistant - Circulation
A.B., Manhattanville College

Judy Zahn

Library Assistant - Circulation
B.S., Dr. Martin Luther College

208

Athletics

Artie Lee Travis Michael Scoggins

Vice President for Student Affairs Head Volleyball Coach

B.A., M.A., Western Illinois Assistant Men's and Women's Golf Coach

University B.S., Kennesaw State University

Ed.D., University of South Carolina

Robert L. Unger

Hugh K. Brown Director of Athletics

Head Soccer Coach Head Cross Country and

B.S., Georgia Institute of Technology Track Coach

B.A., Lebanon Valley College

KathyCorbett M.A., University of Chicago

Head Women 's Basketball Coach

Assistant Track Coach

B.A., Rollins, College

M.A., Furman University

Steven Green

Sports Information Coordinator
Assistant Track Coach

Adam Grier

Athletic Trainer
Assistant Soccer Coach

Jill Orlando '02

Assistant to the Director of Athletics
Assistant Cross Country Coach
B.A., Oglethorpe University

James C. Owen

Head Men 's Basketball Coach

Head Men's and Women's Golf Coach

B.S., Berry College

M.Ed., Georgia State University

Philip Ponder

Head Men's and Women's Tennis Coach
Assistant Men's Basketball Coach
B.A., LaGrange College

William C. Popp

Head Baseball Coach

B.A., Kennesaw State University

209

Business Affairs

James T. Hakes

Vice President for Business and Finance
B.A., Wheaton College
M.B.A., University of Pittsburgh

Jewel R. Bolen

Director of Data Processing

Linda W. Bucki 79

Associate Dean for Administration
B.A., Oglethorpe University

Kami Bush '01

Help Desk Specialist in Network

Resources
B.S., Oglethorpe University

J. Heath Coleman '95

Assistant to the Director of Auxiliary

Services
B.S., M.B.A., Oglethorpe University

Thomas J. Couch

Director of Certification Programs
B.A., Georgia State University

BrendaJ. Deacon

Administrative Assistant to the
Vice President for Business and
Finance and Associate Dean for
Administration

Kate E. Fitzpatrick '02
University Receptionist
B.A.L.S., Oglethorpe University

Renae Glass

Secretary for Physical Plant

Angela R Huynh

Accounts Receivable Supervisor

James R. King
Grounds Manager
B.S., Pennsylvania State University

Jim R. Ledbetter

Director of the Physical Plant

Betsy Lee

Business Manager of Certification

Programs
B.A., University of Georgia
M.A.C.C., University of Georgia

Sheryl D. Murphy

Assistant Manager of Bookstore
B.A., Drake University

Hilda G. Nix

Accounts Payable and Payroll
Supervisor

Connie L. Pendley '94

Director of the Business Office
B.B.A., Oglethorpe University

Adrina G. Richard

Director of Auxiliary Services
B.A., Georgia State University

Jennifer Richards

Server Administrator in Network

Resources
A. A., Gordon College

Virginia R. Tomlinson '93
Director of Netiuork Resources
B.A., Oglethorpe University

Charles M. Wingo

Manager of Bookstore
B.S., Georgia Institute of
Technology

210

Enrollment Management

Dennis T. Matthews

Vice President for Enrollment
A. A., Anderson College
B.M., M.A., University of
Tennessee, Knoxville

Susan A. Bacher
Registrar

B.A., Tift College
M.S.W., University of Georgia

Kristy R. Beck '01
Admission Counselor
B.A., Oglethorpe University

Patrick N. Bonones

Director of Financial Aid

B.P.A., Mississippi State University

Karen S. Carter

Director of University College
B.B.A., Kennesaw State University
M.P.A., Georgia College and
State University

Angie Conner

Financial Aid Coordinator

B.A., University of North Carolina

Jessica A. De Maria '02
Admission Counselor
B.A., Oglethorpe University

Troy A. Dwyer '96

Admission Communications Specialist
B.A., Oglethorpe University
M.F.A., University of Wisconsin

Sherily Elliot
Records Clerk

Janet Grant

Assistant Director of Financial Aid
A. A., Interboro Institute

Jason D. Hamilton

Assistant Director of Admission/

International Counselor

B A. The University of the South

Barbara B. Henry '85
Director of Admission
B.B.A., Oglethorpe University

Sandra K. Howard

Assistant to the Director of
Admission

Willita Hutto

Financial Aid Counselor
B.B.A., Middle Tennessee State

Evelyne Imber

Assistant Registrar

Deborah B. Kirby

Assistant to the Vice President for

Enrollment
B.A., Southern Adventist University

Nathalie Mesadieu

University College Operations
Coordinator

Tonia Minor

Assistant Director of University College
B.A., M.A., Virginia Polytechnic
Institute and State University

Thomas A. Namey '02

Coordinator of Digital Communications
B.A., Oglethorpe University

Laura M. O'Neill
Admission Counselor
B.A., Rhodes College

Cynthia A. Sexton

Associate Director of Admission
B.A., M.Ed., M.A., University of
Arkansas

Angela Stroy

Operations Manager

A.A.S., Wayne State University

Joshua M. Waller

Senior Assistant Director of University

College
B.S., St. Joseph's University

211

President's Staff

Larry D. Large
President

B.S., Portland State University
M.A., Ph.D., University of Oregon

Tiffany A. Kirkland

Assistant Director of Marketing and

Public Relations
B.A., Clemson University

Janet H. Maddox

Special Assistant to the President
Director of Institutional Research
B.A., Georgia State University

Vicki Miller

Assistant to the President and

Public Relations
B.A., Georgia State University

La-Shena K. Tatum '02

Administrative Assistant to the

President
B.B.A., Oglethorpe University

Jennifer M. Tracy

Special Events Coordinator

B.A., University of South Dakota

Rebecca A. Whicker

Director of Marketing and Public

Relations
B.S., Kennesaw State University

212

Student Affairs

Artie Lee Travis

Vice President for Student Affairs
B.A., M.A., Western Illinois

University
Ed.D., University of South Carolina

Scott Cole

Director of Dining Services

A. S., Johnson Wales University

Rus Drew

Assistant Dean of Student Affairs /

Director of Campus Safety
B.S., Bellevue University

Kathleen Duda '99

Associate Director of Campus Safety
B.A., Oglethorpe University

Cathy Grote

Director of Health Services

A.A.S., Raymond Walters College

Bonnie L. Kessler

University Psychologist and Director

of the Counseling Center
B.A., Emory University
M.A., Georgia State University
Ph.D., Pennsylvania State University

Joe LoCascio

Assistant Director for Residential
Services/ Director of Greek
Affairs

B.A., M.S., Syracuse University

John Mahan

Campus Safety Officer

Marshall R. Nason

Associate Dean of Student Affairs
Student Center Director
International Student Advisor

B.A., University of New Mexico

M.A., Emory University

Eileen O'Laughlin

Assistant to the Assistant Dean for
Student Development /

Director of Career Services
B.A., Georgia State University
M.S., Southern Polytechnic State

University

Robbie Ouzts

Assistant Dean for Student
Development /Director of Career

Services
B.S.E., M.Ed., Delta State University

Marcus Petty

Sergeant/ Operations Coordinator
B.A., Clark Atlanta University

Janelle W. Smith

Administrative Coordinator for

Student Affairs
A. S., Jacksonville State University

Chad Yarborough

Manager / Technical Director for

The Conant Performing Arts Center
B.A., University of South Carolina
M.F.A., Ohio State University

213

University Relations

Victoria L. Weiss

Vice President for University

Relations
B.A., St. Norbert College
M.A., Ph.D., Lehigh University

Susan B. Brandt

Director of Major and Planned Gifts
B.A., Iowa State University
M.Ed., Vanderbilt University

Deborah Charron

Director of Development Services

Mary Crosby

Alumni Relations Assistant
B.A., University of Arizona

Therese D'Agostino

Administrative Assistant to the Vice

President for University Relations
B.S., Northern Michigan University

Kathleen C. Guy

Museum Gift Shop Manager
A.B., Washington University

Chad Lowe '00

Manager of Development Research

and Records
B.A., Oglethorpe University

Barbara C. McKay

Gift Processing and Steiuardship

Manager
B.A., University of Mississippi

Lloyd Nick

Director of Oglethorpe University

Museum of Art
B.F.A., Hunter College
M.F.A., University of Pennsylvania

Kelei G. Sabatino

Director of Alumni Relations and

Annual Giving
B.S., Georgia Southern University

Kim Phillips Sasso '98

Alumni Services Coordinator
B.A., Oglethorpe University

Nicole Smith '96

Director of Museum Operations
B.A., Oglethorpe University

Troy Winfrey

Development Officer -

Corporations and Foundations
B.A., New College of the

University of South Florida
M.A., Svracuse University

214

imhm

4484 Peachtree Road, N E.

Atlanta. Georgia 30319-2797

(404) 261-1441

HEBWANCE

216

Directions to Campus

From 1-85:

Take Exit 89, North Druid Hills Road.
Go north about 2 miles to Peachtree
Road and turn right (north). Go about 1
mile on Peachtree. Oglethorpe is on
the left.

From 1-285:

Take Exit 31 -A, Peachtree Industrial
Blvd. South and go about 4 miles. The
campus is on the right. Or, take Exit 29
, Ashford-Dunwoody Road, and go
south to the end. Turn right on
Peachtree Road. Campus is on the
right.

Legend for Campus Map

1.

MacConnell Gate House

13.

2.

Lupton Hall

14.

3.

Phoebe Hearst Hall

15.

4.

Crypt of Civilization

16.

5.

Goodman Hall

17.

6.

Traer Residence Hall

18.

7.

Philip Weltner Library

19.

8.

Oglethorpe University Museum

20.

9.

Robinson Hall

21.

0.

Goslin Hall

22.

1.

Emerson Student Center

23.

2.

Dining Hall

24.

Swimming Pool 25.

New Residence Hall 26.

Jacobs Residence Hall 27.

Alumni Residence Hall 28.

Trustee Residence Hall 29.

Dempsey Residence Hall 30.

Schmidt Residence Hall 31.

Soccer Field 32.
Sheffield Alumni Center
Greek Row
Seigakuin School
Conant Performing Arts Center

Track

Tennis Courts
Dorough Field House
Schmidt Center
Anderson Field (Baseball)
Hermance Stadium
Maintenance Building
Lanier House (president's home,
not pictured)

217

Index

Academic Advising 68

Academic Calendar 4

Academic Departments 100

Academic Dismissal 71

Academic Good Standing 71

Academic Regulations 67

Academic Resource Center 81

Access to Student Records 77

Accounting Programs 100

Administration 207

Admission 25

Allied Health Studies 103

American Studies Major 104

AP (Advanced Placement Credit) ... 31

Application for Admission 26

Application for Financial Assistance40

Art Programs 105

Athletics 61

Atlanta Regional Consortium for

Higher Education 19, 68

Auditing Courses 73

Biology Programs 109

Board of Trustees 195

Business Administration Programs .112
Business Administration and

Behavioral Science Major 116

Business Administration and

Computer Science Major 117

Campus Facilities 17

Campus Visit 27

Career Services 89

Chemistry Programs 118

Class Attendance 70

CLEP (College Level Examination

Program) 31

Commencement Exercises 74

Communications Programs 121

Community Life - See Student

Affairs 55

Computer Applications Proficiency

Requirement 101, 113, 117, 127

Computer Facilities and Services .... 22

Computer Science Minor 125

Computer Use Policy 22

Conant Performing Arts Center 18

Core Curriculum 91

Counseling Services 57

Course Substitutions 72

Credit by Examination 31

Cross Registration 68

Dean's List 73

Degrees 98

Degrees With Honors Thesis 74

Degrees With Latin Academic Honors 74

Disability Access 18

Disability Programs and Services.... 82
Discriminatory Harassment Policy... 62

Dorough Field House 18

Double Major Policy 75

Drop and Add 69

Dual Degree Programs:

Art 108

Engineering 136

Environmental Studies 141

Early Admission 30

Economics Programs 127

Education Programs 130

Emerson Student Center 18

Engineering Program 136

English Programs 137

Environmental Studies Program... 141

Experiential Education 83

Faculty 202

Fees and Costs 50

Final Examinations 72

Financial Assistance 35

First- Year Experience 80

Fraternities 60

French Programs 143

Fresh Focus 80

Freshman Forgiveness Policy 71

General Science Courses 145

German Courses 146

Goodman Hall 18

Goslin Hall 19

Grade Appeal Policy 72

Grading 70

Graduate Education 132

Graduation Exercises 74

Graduation Requirements 73

Greek Courses 147

Greek Organizations 60

218

Health Services 57

Hearst Hall 19

History Programs 147

History of Oglethorpe 1 1

Home School Students 31

Honor Code 77

Honors and Awards 64

Honors Program 84

Housing 57

IB (International Baccalaureate

Credit) 32

Individually Planned Major 152

Individually Planned Minor 153

Interdisciplinary Studies 153

International Exchange

Partnerships 86

International Students 29, 56

International Studies Major 154

International Studies-Asia

Concentration Major 155

Internships - See Experiential

Education 83

Intramural and Recreational Sports .... 61

Japanese Minor 157

Joint Enrollment 29

Latin Academic Honors 74

Latin Courses 159

Learning Resources Center 82

Library (Lowry Hall) 19

Lupton Hall 20

Major Programs 98

Mathematics and Computer Science

Minor 162

Mathematics Programs 159

Meals 57

Mission 7

Minor Programs 99

Museum of Art 20

Music Minor 163

Music Performance 163

National Alumni Association

Board of Directors 200

Non-Traditional Students 30

Normal Academic Load 76

The O Book 58

Oglethorpe Student Association 59

Orientation 56

Part-Time Fees 51

Personal Development 57

Philosophy Programs 164

Physics Programs 169

Policies:

Disability Programs and

Services 81

Discriminatory and Sexual

Harassment 62

E-mail and Computer Use 22

Freshman Forgiveness 71

Grade Appeal 72

Residency Requirement... 28, 74,135

Tuition Refund 51

Politics Programs 172

Pre-law Studies Program 176

Pre-medical Studies Program 176

Preregistration 68

President's Advisory Council 198

Presidents of the University 16

Probation and Dismissal 71

Professional Option 180

Psychology Programs 177

Refund Policy 51

Registration 68

Residence Halls 21

Residency Requirement 28, 74, 133

Rich Foundation Urban Leadership

Program 87

Robinson Hall 20

Satisfactory/Unsatisfactory Option .. 72
Schmidt Sport & Recreation Center.. 20

Scholarships 36, 42

Second Baccalaureate Degree 75

Semester System 76

Senior Transitions 81

Sexual Harassment Policy 62

Sheffield Alumni Center 21

Social Work Program 181

Sociology Programs 181

Sophomore Choices 80

Sororities 60

Spanish Programs 185

Special Students 30

Student Affairs 55

Student Organizations 59

Student Responsibilities 58

Study Abroad 86

Teacher Education Programs 130

Theatre Minor 187

Tradition, Purpose, and Goals 7

219

Transfer Students and Policies 27

Transient Students 30

Tuition 49

Tutoring (ARC) 81

University College 194

University Map 216

University Officers and Staff 207

Urban Leadership Program 87

Withdrawal from a Course 51,69

Withdrawal from the University ... 51, 69
Women's and Gender

Studies Minor 189

Writing Minor 191

220

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i!!i

Please send me additional information
Name

S "^ T V

Address

City State Zip.

Phone ( )

School Attending.
Graduation Year

Field of Interest (if decided)
Non-Academic Interests

Mail to: Admission Office

Oglethorpe University
4484 Peachtree Road, N.E.
Atlanta, Georgia 30319

Please send me additional information:
Name

Address

City State Zip.

Phone ( )

School Attending.
Graduation Year

Field of Interest (if decided)
Non-Academic Interests

Mail to: Admission Office

Oglethorpe University
4484 Peachtree Road, N.E.
Atlanta, Georgia 30319

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Admission Office
Oglethorpe University
4484 Peachtree Road, N.E.
Adanta, Georgia 30319

NO POSTAGE

NECESSARY

IF MAILED

IN THE

UNITED STATES

BUSINESS REPLY MAIL

FIRST CLASS MAIL PERMIT NO. 1 542 ATLANTA, GA

POSTAGE WILL BE PAID BY ADDRESSEE

Admission Office
Oglethorpe University
4484 Peachtree Road, N.E.
Adanta, Georgia 30319

NO POSTAGE

NECESSARY

IF MAILED

IN THE

UNITED STATES